HE 



1 



r L!BRARY OF CONGRESS." 1 ' 

' Shelf .A.3.3 



UNITED STATES OF AMERICA. 



GRAMMATICAL 



Diagrams and Analyses. 



BY FRAHK P. ADAMS, 

VI 

PRINCIPAL CENTRAL NORMAL COLLEGE, 
DANVILLE, INDIANA. 




p 12 1882 1 



INDIANAPOLIS, INDIANj 

NORMAL PUBLISHING HOUSE, 

J. E. SHERRILL, Proprietor. 

1882. 






Entered according to Act of Congress, in the year 1882, by 

J. E. SHEEKILL, 
In the Office of the Librarian of Congress, at Washington. 



PREFACE. 



There are many of the following diagrams on which a safe and honest dif- 
ference of opinion may well exist. The author has simply set forth the view 
which seems to him the most plausible. The student will do well to take every 
sentence, and diagram it for himself independently of what is here given. Do 
not let this book be a stumbling block. Make it serve you if you can, but do 
not in any way become its slave. 

The two marks added to the Holbrook system, viz : the heavy horizontal 
half-bar ( a ) to separate the copula and attribute, and the angle ([_ ) to indicate 
the objective subject of an infinitive, have been pronounced quite convenient 
by a large number who have given them a trial. . The abreviations used will be 
readily understood without explanations. 

I am indebted to Prof. Holbrook for the beautiful and convenient system of 
diagramming used, and also for a large number of sentences compiled in his 
Complete English Grammar. For the greatest part of the sentences used I am 
indebted to Prof. Harvey's Practical Grammar. I am grateful to my pupils for 
many points gathered in their earnest and searching investigations and dis- 
cussions. F. P. A. 

Danville, Ind., Aug. 1, 1882. 



GRAMMATICAL DIAGRAMS AHD AHALYSES. 



INTRODUCTION, 



The following outline of the sentence is followed by definitions of the terms 
used in the outline. In giving the definitions we have numbered them the same 
as in the outline. 



SENTENCES. 


a. Copula. 


I. Kinds. 


(a.) Kinds. 


A. As to structure: 


a 1 . As to structure : 


1. Simple. 


a 1 . Simple. 


2. Complex. 


b 2 . Complex. 


3. Compound. 


b\ As to nature : 


4. Partial compound. 


a 3 . Pure. 


5. Complex compound. 


b 2 . Impure. 


B. As to nature of assertion: 


(b.) Parts. 


1. Declarative. 


a 1 . Copula proper. 


2. Imperative. 


b\ Modifiers. 


3. Interrogative. 


b. Attribute. 


4. Exclamatory. 


(a.) Kinds. 


C. As to rank : 


a 1 . As to structure. 


1. Unequal. 


a 2 . Simple. 


(1.) Principal. 


b 2 . Complex. 


(2.) Subordinate. 


b\ As to base: 


2. Equal. 

(1.) Leading. 
(2.) Co-ordinate. 


a 2 . First class. 


b 2 . Second class. 


c 2 . Third class. 


D. As to completeness: 


(b.) Parts. 


1. Complete. 


a 1 . Base. 


2. Abridged. 


V. Modifiers. 


II. Elements. 


(B.) Subordinate. 


A. Kinds. 


1. Kinds, i >f 


(A.) Principal. 


(1.) As to structure : 


1. Subject. 


a. Simple. 


(1.) Kinds. 


b. Complex. 


a. As to structure : 


c. Compound. 


(a.) Simple. 
(b.) Complex. 


d. Complex compound 


(2.) As to relation: 


(c.) Compound. 


a. Adjective. 


(d.) Complex compound. 


b. Adverbial. 


b. As to base : 


c. Objective. 


(a.) First class. 


d. Subjective. 


(b.) Second class. 


e. Independent. 


(c.) Third class. 


f. Connective. 


(2.) Parts. 


(a.) Kinoes. 


a. Base=simple subject. 


a 1 . 0^oMma!te. 


b. Modifiers. 


b 1 . Subordinate. 


2. Predicate. 


(3.) As to base: 


(1.) Kinds. 


a. First class. 


a. Simple. 


b. Second class. 


b. Complex. 


c. Third class. 


c. Compound. 


2. Parts. 


d. Complex compound. 


(1.) Base. 


(2.) Parts. 


(2.) Modifiers. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



DEFIHITIOHS. 



Analysis is that department of grammar which treats of the structure and 
nature of sentences, their separation into elements, and a description of these 
elements. 

SENTENCES. 
A Sentence is the expression of a thought in words. 

I. KINDS. 

A. AS TO STRUCTURE. 

Sentences are conveniently divided into five classes : Simple, complex, com- 
pound, partial compound, and complex compound. 

1. A Simple Sentence is one containing a single proposition — one subject and 
one finite verb. Ex.: Birds fly. 

2. A Complex Sentence is one that contains at least one subordinate sentence, 
either as a modifier or as a principal element. Examples : He who beguiled you in 
a plain accent was a plain knave. That he should do so is base. My wish is that all 
may be safe. 

3. A Compound Sentence is one which contains two or more simple or complex 
sentences of equal rank, joined by co-ordinate connectives. Ex.: They came early 
hut they did not return. The people who promised are gone and others are now ready to go. 

4. A Partial Compound Sentence is one which contains a compound subject, a 
compound predicate, or both. Ex.: John and James recite. John studies and recites. 
John and James study and recite. 

5. A Complex Compound Sentence is a compound sentence containing one or 
more complex members. Ex.: The persons who talk have done their work and we are 
now waiting for those who will act. 

B. AS TO NATURE OF ASSERTION. 

Sentences are divided as to the nature of their assertion into declarative, 
imperative, interrogative and exclamatory. 

1. A Declarative Sentence is one which makes an assertion. Ex.: The fields 
look green. 

2. An Imperative Sentence is one which expresses a command or entreaty. 
Its verb is usually in the imperative, but may be in the potential, mood. Ex.: Let 
love be without dissimulation. May God forgive the child of dust, who seeks to know where 
faith should trust. 

3. An Interrogative Sentence is one which asks a question. Ex.: Who says 
this 1 

Rem. 1. An interrogative sentence may be used as subordinate in a complex 
declarative sentence. Ex.: He asked who reported on him. He heard who was there. 
They know who threw at them. We heard how you acted. He asked what was desired. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 3 

Rem. 2. An interrogative sentence may be used as subordinate in an impera- 
tive or exclamatory sentence. Ex.: Learn who is present before you enter. See 
what he wants. Ask who was invited. Oh ! that I knew who did the mischief ! 

4. An Exclamatory Sentence is one which expresses emotion or passion. Ex.: 
How solemn it seems ! 0, that this too too solid flesh would melt I 

C. AS TO RANK. 

1. Unequal. 

Sentences of unequal rank are principal and sudordinate. 

(1.) A Principal Sentence is the entire complex sentence. Ex.: They heard 
that you had come. 

(2.) A Subordinate Sentence is one that is used to modify some part of another 
sentence, or as the subject or attribute of another sentence. Ex.: The report 
that was circulated is too true. That he could not do so is false. His desire is that all 
may be well. 

2. Equal 

Sentences of equal rank are either leading or co-ordinate. 

(1.) A Leading Sentence is the first member of a compound sentence. Ex.: 
He may go but I prefer to stay. 

(2.) A Co-ordinate Sentence is any other than the first member of a compound 
sentence. Ex.: They like the man himself but they reject his opinions. 

J). AS TO COMPLETENESS. 

As to completeness, sentences are complete or abridged. 

1. A Complete Sentence is one whose verb is in a finite mood, that is, indicative, 
potential, subjunctive, or imperative. Ex.: The snow falls. 

2. An Abridged Sentence is one whose verb is in an infinite mood, that is, 
infinitive or participial. Ex.: They wish him to go. His being a scholar was a great 
help. Him to go and his being a scholar are abridged sentences. They are also called 
clausal phrases. 

The sentences expanded read thus : They wish that he may go. That he was a 
scholar was a great help. 

II. ELEMENTS. 

A. KINDS. 

Elements are divided as to rank into principal and subordinate. 
(A.) Principal Elements are those that are essential to the existence of a 
sentence. They are the subject and the predicate. 

1. THE SUBJECT. 
The Subject is that concerning which an assertion is made. 

(1.) KINDS. 

a. AS TO STRUCTURE. 

As to structure we may conveniently divide the subject into four classes : simple, 
complex, compound, and complex compound. 



4 GRAMMATICAL DIAGRAMS AND ANALYSES. 

(a.) A Simple Subject is one which is single and either unmodified or con- 
sidered apart from its modifiers. The simple subject is also the base of the entire 
subject. Ex.: The children came with shouts of joy. Birds fly. 

(b.) A Complex Subject is the simple subject taken with its modifiers. The 
words of wisdom are precious. 

(c.) A Compound Subject is one composed of two or more members of equal 
rank, joined by co-ordinate connectives. Ex.: James and his brother arrived to-day. 

(d.) A Complex Compound Subject is a compound subject containing one or 
more complex members. Ex.: The delegates from the south and those from the north 
could not agree. 

b. AS TO BASE. 

The subject as to base is of the first class, second class or third class. 

(a.) The subject is of the first class when its base is a single word, or when 
the simple subject is a single word. Ex.: All the people praised him. 

(b.) The subject is of the second class when the base or simple subject is an 
infinitive. Ex.: To lie is to sin. 

(c.) The subject is of the third class when the base or simple subject is a 
subordinate sentence. Ex.: That he did the deed is not denied. 

2. THE PREDICATE. 
The Predicate is the assertion that is made of the subject. 

(1.) KINDS. 

There are four kinds of predicates : simple, complex, compound, and complex 
compound. 

a. A Simple Predicate is one whose base is single, and either unmodified or 
considered apart from its modifiers. Ex.: They travel. He lives in the village. 

b. A Compound Predicate is the simple predicate with its modifiers. Ex.: 
He lives in the village. 

c. A Compound Predicate is one which is composed of two or more members 
of equal rank, joined by co-ordinate connectives. Ex.: They read and study. 

d. A Complex Compound Predicate is a compound predicate containing one or 
more complex members. Ex.: They live in the country and conduct business in the city. 

(2.) PAETS OF THE PREDICATE. 
The predicate is composed of two parts, the copula and attribute. 

a. The Copula. 

The Copula is that which joins the subject to that which is asserted of the 
subject. Ex.: The ground is solid. 

The copula is frequently modified. Ex.: He is not present. He is a host in 
himself. 

The verb to be is the only pure copula, but other verbs have a copulative use. 
Of the latter are such as seem, appear, look, etc.. and verbs in the passive voice. Ex.: 
They seem pleased, appear cheerful, look content, are considered happy. 

b. The Attribute. 
The Attribute is that which is asserted of the subject by means of the copula. 
Ex.: The harvest is ripe. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 5 

Rem. The copula and attribute are not always separate. In the sentence, he 
strikes, strikes contains both the copula and the attribute. 

(a.) KINDS OF ATTRIBUTES. 

a 1 . AS TO STRUCTURE. 

Attributes as to structure are either simple or complex. 

a 2 . A Simple Attribute is one whose base is unmodified. Ex.: He is candid. 

be. A Complex Attribute is one whose base is modified. Ex.: He is very kind. 

b 1 . AS TO BASE. 

Attributes are divided as to base into those of the first class, second class and 
third class. 

a2. An attribute of the first class is one whose base is a single word. Ex.: 
They were sad. 

b 2 . An attribute of the second class is one whose base is ah infinitive, or a 
preposition and its object. Ex.: To die is not to sleep. Our friends are at liberty. 

c 2 . An attribute of the third class is one whose base is a subordinate sentence. 
Ex.: His great desire is that he may gain the victory. 

(B.) SUBORDINATE ELEMENTS. 
Subordinate Elements are those which are not essential to the existence of a 
sentence. They are usually called modifiers. 

1. KINDS. 
Subordinate elements are divided as to structure, relation, and base. 

(1.) as to structure. 
As to structure, elements are simple, complex, compound, and complex com- 
pound. 

a. A Simple Element is one whose base is unmodified. Ex.: Wise men. 

b. A Complex Element is one whose base is modified. Ex.: Very wise men. 

c. A Compound Element is one whose base is composed of two or more co-or- 
dinate members. Ex.: They are rare and valuable varieties. 

d. A Complex Compound Element is a compound element containing one or 
more complex members. Ex.: They are very rare and quite valuable specimens. 

(2.) as to relation. 
Elements are divided as to relation into adjective, adverbial, objective, sub- 
jective, independent, and connective elements. 

a. An Adjective Element is one which modifies a noun or pronoun. Ex.: 
Sour grapes. 

Possessives also modify participles. Ex.: His leaving was unexpected. 

b. An Adverbial Element is one which modifies a verb, an adjective, an 
adverb, an adverbial element, or an adjective element, and is not the object of a 
transitive verb in the active voice. Ex.: He traveled hard. He is old enough. He 
knows too well. He threw almost across the river. He is wholly at liberty. 

Remark. A noun or pronoun in apposition, and a noun or pronoun in the 
possessive case, though adjective elements themselves, are nevertheless limited by 
adjective elements. Ex.: John, the carpenter. His father's house. 

c. An Objective Element is one which is the object of a transitive verb in the 
active voice. Ex.: He killed the enemy. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



d. A Subjective Element is one which is the objective subject of an infinitive. 
Ex.: We thought him to be honest. 

An infinitive or sentence may be a subjective element. Ex.: We thought to 
walk to be tiresome. We believed it to be too impudent that he should speak thus. 

In complete sentences the subjective element is co-ordinate with the predicate. 
In abridged sentences it is usually subordinate. 

e. An Independent Element is one whose base is without any dependent 
construction in the sentence. It includes (1) Interjections: as, Alack I why does he 
so? (2) Expletives; as, It is tiresome to walk. For you to say so is imprudent. 
There are things of which I do not speak. (3) Phrases, whose bases are in the 
nominative case absolute; as, His lesson being finished he went to the pond to skate. 

Remark 1. An infinitive or sentence may be thus used. Ex.: To run being 
cowardly they resolved to fight. That he should go being decided upon he packed 
his goods. 

Remark 2. The pupil should be taught to distinguish carefully the logical 
force which these absolute phrases have in the sentence. In the sentence " The 
sun being risen we pursued our journey," the absolute phrase denotes time. " He 
being elected we rejoiced." In this the absolute phrase " he being elected " denotes 
the cause of " rejoiced." Yet it is clearly an absolute construction, for " he " is the 
base, limited by the adjective element "being elected," and we look to the base to 
determine the kind of element as to relation. 

f. Connectives are those words which join together and indicate the rank 
of other elements. They are co-ordinate and subordinate. 

a 1 . A Co-ordinate Connective is one which joins elements of equal rank. Ex.: 
They came and went. They returned but they did not explain. He is neither old 
nor infirm. 

This class includes conjunctions only. 

b 1 . A Subordinate Connective is one which joins elements of unequal rank. 
Ex.: He studies that he may learn. 

This class includes conjunctive adverbs, relative pronouns and conjunctions. 

(3.) AS TO BASE. 

Elements are divided as to their base into those of the first class, second class 
and third class. 

a. An element of the first class is one whose base is a single word. Ex.: He 
has built a new house. 

Elements of the first class include those whose bases are present passive par- 
ticiples and perfect participles; also, those having a compound base, each member 
of which is a single word or participle. Ex.: Being loved; having been called ; a house 
and a lot ; having been bought, and having been sold. 

b. An element of the second class is one whose base is a preposition and its 
object, or an infinitive. Ex.: They have moved to the village. He expects to teach school. 

The object of the preposition may be an infinitive. Ex.: To accept differs 
from to except. 

c. An element of the third class is one whose base is a subordinate sentence. 
Ex.: They have long believed that the mystery would be solved. 

When the subordinate sentence does not contain another subordinate sentence 
as a constituent part, it is a simple element of the third class. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



DIRECTIONS FOR VERBAL AHALYSIS. 



1. Read the sentence. 

2. Describe it 

1. As to structure : 

1. Simple. 

2. Complex. 

3. Compound. 

4. Partial compound. 

5. Complex compound. 

2. As to the nature of the assertion ; 

1. Declarative. 

2. Imperative. 

3. Interrogative. 

4. Exclamatory. 

3. Give the complex subject. 

4. Give the simple subject. 

5. Point out the modifiers of the simple subject. 

6. Describe them 

1. As to structure: 

1. Simple. 
Etc. 

2. As to relation : 

1. Adjective. 

2. Adverbial. 
Etc. 

3. As to base : 

1. First class. 
Etc. 

7. Give the base of the modifier. 

8. Point out and describe its modifiers as in 6. 

9. Give the complex predicate. 

10. Give the simple predicate. 

11. Point out and describe its modifiers as in 6. 

12. Continue as in 7 and 8 of the subject. 

13. Give the connectives as they occur, or at the close, as convenience suggests. 

14. Mention the independent elements in the order that is most convenient. 

15. Point out the copula and attribute when they are separate. Also point 

out and describe their modifiers. 

16. Describe the compound sentences as a whole and also describe the mem- 

bers as to rank, structure and nature of assertion. 

17. Describe the third-class elements first as elements, then as sentences. 



8 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



EXPLANATIONS OF THE SYSTEM OF DIAGRAMMING. 



The system of diagramming used in the following pages is called usually the 
brace system. With some changes it was invented, first used and taught by Prof. 
A. Holbrook, Lebanon, 0. It is now used in nearly all the independent Normal 
Schools, and is believed by an army of about one hundred thousand Normalites to 
be equal to all the emergencies of the English sentence. The method is easily 
understood even without explanations. To the marks as ordinarily used in the 
system we have added only two characters, one to separate the copula and attribute, 
the other to indicate the subjective element. 

The tie [ is used to connect the subject and predicate of (1) a principal or 
(2) a subordinate sentence; also the members of (3) a compound sentence or (4) a 



partial compound sentence. 



Examples : 



(1) (2) 



(4) 



a. 



People 
will lie. 



Lowell 
(and) 

Longfellow 
are .. poets. 



that 



gossip 



(3.) 



They 
came 
(and) 
went. 



c. 



The bar | is used to subordinate a single modifier. 

The brace \ subordinates two or more modifiers. 

[The 



( Beasts 
[walk 
(and) 
f birds 
I %. 

John 

(and) 

James 

read 

(and) 

write. 

f music | Lively 
[was furnished 



for us. 



Kemark. The inverted brace 
to a compound base. 

r She 
reads ) f rapidly 
(and) \ X 

( wi1 



' neighbors \ 

[kind 

( often 
k visited X 

[us. 

is often used to direct one or more modifiers 



She 
reads 
(and) 
writes 



rapidly. 



^ writes j ( with ease. 
Brackets [ ] are used to enclose words that are supplied, 
r [view] | That 
V. is « view. | my 

The copula and attribute are separated by a heavy horizontal half bar. 
( He f He 



is -- friend. | my 



^ wants | to be - strong. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 9 

Words having a double office, including conjunctive adverbs and relative pro- 
nouns, are underscored. 

(The 



f you ( They 

(saw | whom ' they 



^ is .. brother. | my V. returned | l 

L were called. | when 

Conjunctions and independent elements are placed within parentheses. See 
sentences No. 15 and 16, p. 12. 

A vinculum, or a vinculum and a half brace, may be used to direct to a par- 
ticular word or words. 

[He ( He f stone | a 

was --friend. | my threw •< over river j the 

(not ( (clear 

[He 

[traveled | to Rome | almost 

(He f almost 

traveled | through tunnel. I (and) 

(the * alto S etner 

Unless the copula and attribute are underscored, the modifiers after the 
attribute refer to it alone. When the base is a preposition and its object, the 
modifiers placed after the object refer to it alone, unless the entire base is under- 
lined with a vinculum. * 

The subjective element is indicated by an angle I placed before it. 

r They f |_man | the 

I saw | [to] enters 

v I house. 

[They 

t heard | [to] come | [_him. 

fThey 

I supposed | to be .. gentleman. | a 
7 | him 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 48. (REV. ED., PAGE 53.) 

1. A loud report was heard. 2. Fearful storms sweep over these beautiful 

islands. 

(A C storms | Fearful 

2. 



1. 



(loud 
^ was heard 



{these 
beautiful 



1. This is a simp. dec. sent., of which "a loud report" is the compl. subj., of 
which "report" is the simp, subj., mod. by "a" and " loud," two simp. adj. elements 
of the first class ; of which sent., also, "was heard" is the simp, pred., unmodified. 

2. This is a simp. decl. sent., of which "fearful storms" is the compl. subj., 
of which "storms" is the simp, subj., mod. by "fearful" a simp. adj. el. of the first 



10 GRAMMATICAL DIAGRAMS A^D ANALYSES. 

class; of which sent., also, "sweep over these beautiful islands" is the compl. pred., 
of which "sweep" is the simp, pred., mod. by " over these beautiful islands" a 
compl. adv. el. of the second class, of which " over islands " is the base, of which 
"islands" the noun of the base, is mod. by "these" and "beautiful" two simp, 
adj. el. of the first class. 

3. Life is but a vapor. 

(Life 
3. ^ is .-vapor. | a 
"(but 

3. This is a simp. decl. sent., of which "life" is the simp, subj., unmodified; 
of which sent., also, "is but a vapor" is the compl. pred., of which "is vapor" is 
the simp, pred., of which "is" the copula, is mod. by " but" a simp. adv. el. of the 
first class; and "vapor" the attribute, is mod. by "a" a simp. adj. el. of the first 
class. 

4. These walks are quiet and secluded. 

C walks | These 
a I are -- quiet 
! (and') 

i. [are] .. secluded. 

4. This is a simp. decl. sent., of which "these walks" is the compl. subj., of 
which "walks" is the simp, subj., mod. by "these" a simp. adj. el. of the first 
class; of which sent., also, "are quiet and {are'] secluded" is the comp. pred. 

5. I feel s£d and lonely. 

feel -- sad 

(and) 
[feel] -. lonely. 

5. This is a simp. decl. sent., of which "I" is the simp, subj., unmod., and 
"feel sad and [feet] lonely" is the compound pred., of which "feel sad" is the 
first member, of which "feel" is the copula and "sad" is the attribute, both 
unmodified; " [feel] lonely" is the second member, of which "[feel]" is the cop- 
ula and " lonely" the attribute, both unmodified. 

Kem. Sad and lonely are predicate adjectives after feel or [to be], and limit the 
subject I. 

6. The fields look green. 6 fields | The 

I look .- green. 

6. This is a simp. decl. sent., of which " the fields " is the compl subj., of 
which "fields" is the simp, subj., mod. by " the" a simp. adj. el. of the first class; 
of which sent., also, "look green" is the simp, pred., of which "look" is the copula 
and "green" is the attribute. 

Rem. Green is a predicate adjective after the impure copula look or [to be], 
and limits the subject fields. 

7. He took a two-fold view of the subject. 



5. 



(He fa 

7. I took | view < two-fold 

(of subject, j the 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



11 



7. This is a simp. decl. sent., of which "he" is the simp, subj., unmod.; and 
"took a two-fold view of the subject" is the compl. pred., of which "took" is the 
simp, pred., mod. by "a two-fold view of the subject" a complex obj. el. of the first 
class, of which "view" the base, is modified by "a" and " two-fold" two simple adj. 
el. of the first class; also, by " of the subject," a compl. adj. el. of the second class, 
of which "of subject" is the base, of which " subject" the noun of the base, is mod. 
by " the" a simp. adj. el. of the first class. 

8. Bright and ioyful is the morn. 

morn. | the 
is .. Bright 
(and) 
I [is] -joyful 

8. This is a simp. decl. sent, of which " the morn " is the compl. subj., of which 
" morn" is the simp, subj., mod. by "the," a simp. adj. el. of the first class; of 
which sent., also, "is bright and [is~\ joyful" is the compound pred., of which "is 
bright" is the first member, and "pa] joyful" is the second member. "And" is 
the connective. 

9. The steak was cooked rare. 

("steak | The 
' ' ' ' \ was cooked | [to be] rare. 



( steak | The 
' ' ^ was cooked .- rare. 

10. Either road leads to town. 



Note. — Rare is a predicate adjective 
after the passive verb was cooked, 

or the verb to be, understood, and 
limits the subject steak. 



10. 



f road | Either 
V. leads I to town. 



II. 



11. 



Each soldier was a host in himself. 

r soldier | Each 

was .. host | a 
(in himself. 

Note. — In himself mod. the copula was. 

12. Both horses are lame. 

( horses | Both 
12. 

I. are .. lame. 

13. Such a law is a disgrace to any State. 

( ( Such 

law < 
13. ( a 

is -. disgrace - 



a 

to State. 



any 



13. This is a simp. decl. sent., of which " Such a law" is the compl. subj., of 
which " law" is the simp, subj., mod. by "such" and "a," two simp. adj. el. of the 
first class; of which sent., also, "is a disgrace to any State" is the compl. pred., of 
which "is disgrace" is the simp, pred., of which "is," the copula, is unmod., and 



12 GRAMMATICAL DIAGRAMS AND ANALYSES. 



"disgrace," the attribute, is mod. by "a" a simp. adj. el. of the first class; also, by 
"to any State" a compl. adj. el. of the second class, of which "to State" is the 
base. " State" the noun of the base, is mod. by " any" a simp. adj. el. of the first class. 
14. Kepeat the first four lines in concert, 
f [y° u ] [ the 

14. 



_ f lines i first 

Kepeat J 






I four 
in concert. 



15. My drowsy powers, why sleep ye so ? 

J My 

(powers < 

{ drowsy 

15. ( why 

sleep J 

I so ? 

14. This is a simp. decl. sent., of which " [you] " is the simp, subj., unmod.; of 
which sent., also, "repeat the first four lines in concert" is the compl. pred., of 
which "repeat" is the simp, pred., mod. by "the first four lines" a compl. obj. el. 
of the first class, of which " lines" the base, is mod. by " the" "first" and "four" 
three simp. adj. el. of the first class; also, by "in concert" a simp. adv. el. of the 
first class. 

15. This is a simp. decl. sent., of which "my drowsy powers" is a compl. inde- 
pendent element, of which "powers" the base, is mod. by "my" and " drowsy " 
two simp. adj. el. of the first class; of which ^3nt., "ye" is the simp, subj., unmod., 
and " why sleep so" is the compl. pred., of which "sleep" is the simp, pred., mod. 
by "why" and "so" two simp. adv. el. of the first class. 

16. Homer was a greater poet than Virgil. 

{ Homer 

1A I . f a r (than) 

16. ^ was .. poet J ^* | Virgil 

(^ [was great] 

16. This is a compl. decl. sent., of which " Homer" is the simp. r subj., unmod., 
and " was a greater poet than Virgil [was great] " is the compl. pred., of which 
"was poet" is the simple pred., of which " was" the copula, is unmod., and "poet," 
the attribute, is mod. by "a," a simp. adj. el. of the first class, and by "greater than 
Virgil [was great]" a compl. adj. el. of the first class, of which "greater," the base, 

is mod. by " than Virgil [was great]," a simp. adj. el. of the third class. It is also a 
simp. decl. subordinate sent., of which "than" is the connective and " Virgil" is 
the simp, subj., unmod.; of which subordinate sent. " [was great] " is the simp, 
pred., of which " was" is the copula and "great" is the attribute. 

17. One story is good until another is told 

story | One 



17: 



is ■- good 
^ f f [story] | another 
V L is told. | until 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



13 



17. This is a compl. decl. sent., of which "one story 1 ' is the compl. subj., of 
which "story 1 ' is the simp, subj., mod. by "one" a simp. adj. el. of the first class; 
of which sent., also, "is good until another [story] is told 11 is the compl. pred., of 
which "is good 11 is the simp, pred., of which "is" is the copula and "good 11 is the 
attribute. The copula is mod. by " until another [story'] is told, 11 a simp. adv. el. 
of the third class. It is also a simp. decl. subordinate sent, of which "another 
[story] " is the compl. subj., of which "[story] 11 is the simp, subj., mod. by 
"another, 11 a simp. adj. el. of the first class. Of the subordinate sentence, "until is 
told 11 is the compl. pred., of which "is told 11 is the simp, pred., mod. by "until, 11 a 
simp. adv. el. of the first class. " Until 11 is also the connective of the subordinate 
sentence to the verb " is. 11 

18. Silver and gold have I none. 

( I 
18. ( silver ") 

I have 3 ( and ) C none. 

( gold ) 

18. This is a simp. decl. sent., of which " I 11 is the simp, subj., and "have 
none silver and gold 11 is the compl. pred., of which " have 11 is the simp, pred., mod. 
by "none silver and gold 11 a compl. comp. obj. el. of the first class, of which "silver 
and gold 11 is the comp. base, mod. by "none 11 a simp. adj. el. of the first class. 

19. The Australian gold fields are very extensive. 

f The : 
fields \ Australian 

19. I gold 

are .. extensive. | very 

20. The floor was formed of six-inch boards. 

f floor | The 
20. 

was formed | of boards. | six-inch 

21. My opening eyes with rapture see the dawn of this returning day. 

(My 
eyes« 

I opening 

f with rapture 
see \ | the 

( dawn < ( this 

( of day. < 

( returning 

22. With many a weary step and many a groan, 

Up the high hill he heaves a huge round stone. 

he fa 

stone. < huge 

( round '«• 
[the 
heaves i Up hill < 

(high 

{many a 
weary 

^ [with] groan, | many a 



22. 



14 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



22. This is a simp. decl. sent., of which " he" is the simp, subj., unmod., and 
the remainder of the sentence is the compl. pred., of which "heaves" is the simp, 
pred., mod. first by " a huge round stone" a compl. obj. el. of the first class, of 
which "stone" the base, is mod. by "a," "huge" and "round" three simp. adj. el. 
of the first class ; secondly, by " up the high hill" a compl. adv. eL of the second 
class, of which " hill" the noun of the base, is mod. by " the" a simp. adj. el. of 
the first class: thirdly, by "with many a weary step and with many a groan" a 
compl. comp. adv. el. of the second class, of which "with many a weary step" is 
the first member, of which "step" the noun of the base, is mod. by "many a" and 
"weary" two simp. adj. el. of the first class. 

23. Strong Creator, Savior mild, 
Humbled to a little child, 
Captive, beaten, bound, reviled — 

Jesus, hear and save. 
(Creator j Strong) 

{mild 
(a 1 

Humbled I to child \ 
beaten | (little J 

bound 
reviled 
(Jesus) 
[Thou] 
hear 
(and) 
save. 

23. This is apartial comp. imp. sent., of which " [Thou] " is the simp, subj., unmod. 
and " hear and save" is the comp. pred. This sentence is preceded by four 
independent elements. The first is complex, of which " Creator" the base, is mod. 
by "strong" a simp. adj. el. of the first class. The second is also complex, of 
which "Savior" the base, is mod. by "mild" a simp. adj. el. of the first class, and 
by "humbled to a little child" a compl. adj. el. of the first class, of which 
" humbled" the base, is mod. by " to a little child" a compl. adv. el. of the second 
class, of which "child," the noun of the base, is mod. by "a" and "little," two 
simp. adj. el. of the first class. The third independent el. is, also, complex, of 
which "captive," the base, is mod. by "beaten" "bound" and "reviled," thre& 
simp. adj. el. of the first class. The fourth, "Jesus," is simple. 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 55. (R. E. p. 62.) 



He and I attend the same school. 

He 

(and) 

I (the 

attend | school, -j 

(same 

Have you seen him to-day ? 4. 

you 

f him 
Have seen < 

I to-day ? 



2. She gave her sister a new book. 
She 
2. fa 

( book. \ 
gave < ( new 

( [to] sister | her 

I saw it with my own eyes. 

I 

fit 



4. 



saw 



( with eyes. < 



my 



own 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



15 



The wicked is snared in the work of his 
own hands. 

(The 
[man] < 

[ wicked 

(the 
is snared | in work < 

I of hands. 




5. You yourself told me so. i 

You | yourself 
5. ( [to] me 

told I 
(so. 

" Yourself" is an adj. el., lim. "you." 

7. I bought the book and read it. 

' I 
7. bought | book | the 
(and) 
read | it. 

7. This is a partial compound sentence, of which "I" is the simp, subj., 
unmod., and " bought the book and read it" is the complex compound pred., of which 
" bought the book " is the first member, of which " bought " is the base, mod. by " the 
book" a compl. obj. el. of the first class, of which " book" the base, is mod. by " the" 
a simp. adj. el. of the first class. "Read it" is the second member of the comp. 
pred., of which "read" is the base, mod. by "it" a simp. obj. el. of the first class. 
"And" is the connective. 

8. They live in our house. 9. I see them on their winding way. 



8. 



10. 



fThey 

^live | in house,. | our 



f I 



9. 



(them 



10. 



I on way. < 

{ winding 
For we dare not make ourselves of the number, or compare ourselves with 
some that commend themselves: but they, measuring themselves by 
themselves, and comparing themselves among themselves, are not wise. 

f ( F <> r ) 
we 

not 



dare 



(but) 



[to] make | [to be] of number | the 

( or ) ( I ourselves 

r± i ~> f ourselves 

[to] compare j ^ [people] 



some 
that 



! themselves 
by themselves 
themselves 
among themselves 



commend | themselves 



are .- wise. 

(not 

11. My country, 'tis of thee, 
Sweet land of liberty, 
Of thee, I sing. 

"It" is an expletive. " [ That] 
I sing " is the simp. subj. of 
the sentence. "Land" is 
in apposition with " thee." 



11. 



country J My 

(it) 
f [that] 

h. 

I sing, 
is - of thee (of thee) 



{of liberty 



16 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



12. Thou great Instructor, lest I stray, 
Teach thou my erring feet thy way. 



12. 



(Thou | Instructor j great) 



r Thou 



teach 



1. The farm is neither his nor theirs. 

[ farm | The 

{his 
(neither .. nor) 
their(s). 



f f(lest) 

[ stray * 

(my 
[to] feet* 

( erring 
k way. | thy 



1. 



'farm | The 
is -. [farm] 



r (neither) 

his 
(nor) 
their(s). 



"Neither" and "nor" are corresponding connectives. 

2. Is that horse of yours lame yet? 3. I did not hear that lecture of 

yours last evening. 

that f I 

f not f that 

I 



2. 



horse 



of yours 



3. 



Is -. lame 

Uyet? 

4. He is an old friend of ours. 



did hear 



lecture < 

[ of yours 
[on] evening, j last 



4. 



fHe 

{an 
old 
of ours. 



5. This book is not mine; it must be his 
or hers. 

f book | This 
I is ■■ [book] | mine 
(not 



5. 



fit 

(his 
must be -. [book] < or 

( her(s). 



6. That carriage of theirs is a very fine one. 7. Friend of mine, why so sad ? 

7. 



6. 



(That 
carriage < 

[ of theirs 



fa 
is -. [carriage] < fine | very 
(one. 



' (Friend | of mine) 

[you] 

are -sad? so 
^ — - • 

(why 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 61. (R. E. p. 68.) 

1. Those who sow will reap. 2. He that hateth, dissembleth with his lips. 
T Those r that 



1. 



[persons] 
will reap. 



who 
sow 



fHe | 

hateth 

dissembleth | with lips. | his 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



17 



3. They that forsake the law, praise the wicked ; but such as keep the law, 
contend with them. 



They 



f that 



[forsake | law j the 
(the 
praise | [persons] < 

{ wicked 
(but) 

(such 
j as_ 

[ {keep | law | the 

^ contend | with them. 

4. There is no class of persons that T dislike so much as those who slander 
their neighbors. 

(There) 

(no 
of persons 



I 

dislike 



that 
much | so 

f[I] 



is 



{[persons] < 
{ 
as 



f those 



who 

slander | neighbors. | their 



5. 



5. Tfop house which you admire so much, belongs to the man whom we see 
fonder. 6. Whatever is, is right. 

(The 
house j f you r which 

( [ admire < 6. 

I much j so 

[the 

belongs | to man J fwe f w hom 

[ [ see -| 

I yonder. 

7. Whatsoever ye shall ask in my name, that will I do. 

2nd reading. The thing whichsoever ye shall ask in my name, that 
will I do. 



C The 
thing J f whichever 

I I is 

is -right. 



thing 



I 



The 



shall ask 



whichsoever 
in name | my 



will do. | [thing] that 
8. He will do what is right. 



" Thing''' is nom. absol. by pleon- 
asm; hence, the el. at the begin- 
ning of the diagram is compl. 
independent. 



r He 



will do | thing 



f the 



i 



which 
is ..right. 



18 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



9. This is the dog that worried the cat that killed the rat that ate the malt 
that lay in the house that Jack built. 



9. 



[dog] | This 

fthe 
is -dog *! f that 



the 



[ worried | cat ■! j that 



caught | rat^ 



I. 



the 



r that f the 

I Q fo I molf J f that 



ate | malt 



the 



lay | in house | 



Jack 
built. I that 



10. A kind boy avoids doing whatever injures others. 
fA 



10. 



boy 



[kind 



avoids | doing | thing 



the 



whichever 



[ [ injures | [people] | other(s). 
SENTENCES FKOM HARVEY'S GRAMMAR, PAGE 63. (REV. ED. p. 70.) 
1. Who saw the horse run? 2. Whose house is that on the hill yonder? 
fWho 



1. 



saw [to] run? | __horse | the 



3. Whom did he call ? — James. 

fhe 
3. 

did call? | Whom 

4. For whom did he inquire ? 5. Which will you have, the large or the 

small book ? 



house | Whose 

f that 
is [house] < 

{ on hill f the 

{ yonder ? 



f[He] 

[did call] | James. 



4. 



he 

did inquire ? | For whom 



5. 



you 



f Which 



will have | [book] \ 



[book] 



fthe 
large 



(or) 

fthe 
[ book?^ 

. ( small 



6. Whom did you take me to be? 7. What shall I do ?— Wait. 



6. 



you 



did take | to be —Whom 
~(L me 



7. 



I 

shall do? | What 
f[You] 
[ [shall] wait. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



19 



What can be more beautiful than that landscape? 9. Which is the 
lesson ? 10. Who told yon how to parse " what" ? 

r What f more 

(than) 
landscape | that 



can be ■■ beautiful 



[is mm beautiful] 10. 



lesson | the 
is - Which ? 
fWho 



1. Who is in the garden ? — My father. 



f [t°] you 
told \ ("what." 

( to parse < 

{ how 

2. I do not know who is in the 
garden. 



Who 

is «■ in garden | the 
' father | My 



(I 



do know -\ ( who 



(not 

1 f W 

( [ is in garden. | the 



Kem. The subordinate sentence is interrogative, 
[is™ in garden] [the] It is an objective element. 



Tell me what I shall do. 

' [y° u l 



f [to] me 



4. What vessel is that ? 
[vessel] that 



4. 



( (1 



is m vessel ? | What 



( [ shall do. | what 
Always seek for what you need the most. 
Whose house was burned last night ? — Mr. Hubbard's. 

house I Whose 



f [y°u] 

j Always 
seek < f the 

( for thing < 



6. 



you 

(which 



was burned | [on] night? | last 
r [house] Mr. Hubbard's 
[was burned]. 



( most. | the 

The boy closed the shutters, which darkened the room. 
What is his name ? 
boy | The 

closed | shutters | the 8. 

' [act] | which 

darkened | room. | the 
Whoever enters here should have a pure heart. 10. I gave all that I had. 

I 



name ? | his 
is - What 



f Whoever 

f [be] i — 

[ enters | here 
{a 
fc should have | heart. ( pure 



10. 



gave | [things] 



fall 



i 



n 

had. 



that" 



20 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 64. (REV. ED. p. 71.) 

1. Virtue is the condition of happiness. 2. Ye are the light of the world. 

fYe 

2. 



3. 



r Virtue 

[the 
is -- condition < 

( of happiness. 

That garment is not well made. 

garment | That 
not 



fthe 
are « light < 

{ of world. 



the 



4. One ounce of gold is worth six- 
teen ounces of silver. 



4. 



is made 



ounce 




(One 
ounce J of gold 



is -- worth | [to value] 



fthe 
[of] ounces 



f sixteen 



f sixteen 



is .. worth ounces 



5. 



[of silver. 
The prayers of David, the son of Jesse, are ended. 

(The 
prayers < { the 

[ of David, | son I 

{ of Jesse, 
are ended. 



[of silver. 

Note. — "Worth" is either a pred. adj., as 
in the first diagram, or a prep, govern, 
ing " ounces" as indicated in the second- 
According to the second method "worth 
ounces" is the attribute of the second 
class. 



Note. — " The son of Jesse" is an adj. 
el. lim. " David." 



6. Every man went to his own house. 



6. 



man | Every 
went I to house. 



his 



own 



7. 



army | The 



The army is loaded with the 
spoils of many nations. 

fthe 



is loaded | with spoils ■{ 

\ of nations. | many 



8. Be of the same mind one toward another. 

[Ye] | [person] | one 

fthe 
Be .- of mind I same 

(toward [person] | another. 

8. This is a simp, imper. sent., of which "[ye] one [person]" is the compl. 
subj., of which " [ye] " is the simp, subj., mod. by "one [person]" a compl. adj., el. 
of the first class, of which " [person] " is the base, mod. by " one" a simp. adj. el. of 
the first class. Of which sentence " be of the same mind toward another person" is the 
compl. pred., of "be of mind" is the simp, pred., of which "be," the copula, is mod 
by "toward another [person]" a compl. adv. el. of the second class, of which 
"toward [person] " is the base, of which " [person]" the noun of the base, is mod. 
by "another," a simp. adj. el. of the first class. "Of mind" is the attribute of the 
second class, of which "mind" the noun, is mod. by "the" and "same," two simj?- 
adj. el. of the first class. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



21 



9. He sacrificed everything he had in the world: what could we ask more? 
fHe 

{every 
f he f [which] 
[had \ 



[in world. | the 
10. Who's here so base that would be a bondman ? 



we 

f what 
could ask \ 

[ more ? 



10. 



'Who | base 



so 



f (that) 
[he] 
would be — bondman. | a 



is -. here 

11. I speak as to wise men: judge ye what I say. 
(I 

speak I fas 

[would speak] < ~ 
11. [ [to men: | wise 

ye 

fthe 
judge | thing 1 ( I 

[ [say. | which 

12. Liberty was theirs as men: without it they did not esteem themselves 

as men. 

' Liberty 



12. 



was [right] | their(s) 
(as men 



they 

did esteem 



r without it 

not 

[to be] men 



( | themselves 



Note 1. — "As" is a prep. 
"As men" is a second class 
el., mod. "was." 

Note 2. — "Themselves" is a 
simp, subjective el., mod. 
"[to be]." 



13. The death of Socrates, peacefully philosophizing with his friends, is the 

most pleasant that could be desired. 

(The 
death ■< f peacefully 

[of Socrates, | philosophizing^ 
13. [with friends, | his 

fthe 
is .. [death] < pleasant | most 
f that 
could be desired. 

14. I was a stricken deer, that left the herd long since. 

(I 



14. 



was .. deer 



a 

stricken 
that 



left 



{herd | the 
since. | long 



22 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



15. 



15. 



16. 



16. 



O Popular Applause! what heart of man 
Is proof against thy sweet, seducing charms ? 

(0) (Applause ! | Popular) 

(what 
' heart < 

( of man 

(thy 
Is -- proof I against charms? < sweet 

( seducing 
Beauty is but a vain, a fleeting good : 
A shining gloss, that fadeth suddenly. 



" Beauty 

is — good - 
~(but 



a 

vain 
a 
v fleeting 



16. 



fPt] 



is — gloss 



a 
shining 



f that 

[fadeth | suddenly. 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 65. (REV. ED. p. 71.) 

17. What black, what ceaseless cares besiege our state : 

"What strokes we feel from fancy and from fate. 

f What 
[cares] -J 

[ black f we 

([and]) 
17. f what 17. 

cares < 

I ceaseless 



feel I strokes 



f What 
from fancy 

(and) 
from fate. 



18. 



18. 



state: | our 

Unveil thy bosom, faithful tomb ; 

Take this new treasure to thy trust; 
And give these sacred relics room 

To slumber in the silent dust, 
tomb I faithful 



[thou] 

Unveil | bosom, 

[thou] 



thy 



Take 

(And) 

[thou] 

give 



treasure 



to trust ; 



this 

new 
thy 



{these 
sacred 
room | To slumber | in dust. 



the 
silent 



19. 



Note. — " To slumber' 1 etc., is an adj. el. lim. "room." 

Thy spirit, Independence, let me share, 
Lord of the lion-heart and eagle-eye : 

Thy steps I'll follow with my bosom bare; 

Nor heed the storm that howls along the sky. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



23 



{of lion-heart j the 1 
and 
[of] eagle-eye: | the J 
[thou] 

f spirit, | Thy 

let | [to] share \ 

ll_me 

(I 

( steps | Thy 
will follow < fmy 

(with bosom -j 
(nor) ( bare ; 

[the 
[will] heed J storm < ( that 

I [howls | along sky. | the 

20. The gay will laugh 

When thou art gone ; the solemn brood of care 
Plod on, and each one as before will chase 
His favorite phantom ; yet all these shall leave 
Their mirth and their employment, and shall come 
And make their bed with thee. — Bryant. 
(The 
[persons] | < 

(gay 

{thou 
art gone | When 

([and]) 

(the 
brood < solemn 

(of care 
[will] Plod | on 
(and) 

{each 
1 



one 



phantom. 



will chase 



His 

favorite 
as 



(yet) 



[he] 
^ [did chase] (before 



all 



[persons] -J 

( these 
[ mirth | Their 
shall leave ■< (and) 

( employment | their 
(and) 
shall come 
(and) 

f bed | their 
[shall] make-( 

[with thee 



24 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 76. (REV. ED. p. 87.) 
5. If he study, he will excel. 6. If he studies it is when he is alone. 



(he ((If) 

jhe 
will excel. | [study, 



6. 



fit 

( is [done] 



r (io 

he 

studies 

he 

is -i alone 
(when - 



7. Were I rich I would purchase that property. 

I f property. I that 

< [if] 
I 
were m rich 



would purchase j 



9. Do let me see your book. 10. I must not be tardy 

10. 



[you] f I me 

Do let | [to] see \ 

(book. | your 



(I 
must be — tardy. 



(not 



11. Lift up your heads, ye gates. 



11 



12. Blessed are the poor in spirit ; for 
theirs is the kingdom of heaven. 

[the 
[people] i 

[poor I in spirit 
' ((for) ' [the 
kingdom -! 
are Blessed [ of heaven. 

is ■■ [kingdom] | their(s) 

14. They dare not puzzle us for their own sakes. 15. Let us not, I beseech 

you, deceive ourselves longer. 



f (0) (gates. | (ye) 

[ye] 

(up 
Lift \ 

[heads, j your 



fThey 
14. dare 



not 

[to] puzzle | us 

(their 15. 
for sakes. \ 

[own 



(1 
beseech 



you 



' [you] 

(not 

Let •[ f I us 

([to] deceive -| ourselves 
[ longer 

16. God help us! what a poor World this would be, if this were the true 
doctrine. 
(God 

[ help | us ! 

[world] | this 



16. 



would be™ world 



i 



what 



' (if) [ poor 
[doctrine] this (the 
were h doctrine < 

[ true 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



25 



17. If a line is parallel to a line of a plane, it is parallel to that plane. 

fit 



17. 



is m parallel | to plane, J that* 



f 



f (If) 

line j a fa 



is ■■ parallel | to line 



[of plane | a 



18. 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 77. (REV. ED., p. 87.) 

18. If a plane intersect two parallel planes, the lines of intersection will be 

parallel. 

f the Rem. In the 17th and 18th 
' lines \ sentences the suber- 
ic of intersection dinate sentences mod. 
( If ) " is parallel ' ' and " will 
be « parallel | plane | a (two be parallel." 
[ intersect | planes, < 

[ parallel. 

19. Such a man were one for whom a woman's heart should beat constant 
while he lives, and break when he dies. 

[Such 



19. 



man 



were m [man 



]( 



one 



heart | woman's | a 

f constant(ly) 
should beat < f he 



and 
[should] break 



lives, | while 

The 

[dies | when 
for whom 



"For whom" mod. both " should beat" and [should] "break" " Constant" is used 
for adv. " constantly." 



20. 



Reign thou in hell, thy kingdom ; let me serve 
In heaven, God ever blest. — Milton. 



fthou 



Reign | in hell, | kingdom; — thy 
20. f [thou] 

f in heaven 
let [to] serve \ God | blest. | ever 

1 1 me 

" Kingdom" is in apposition with " hell" and is an adjective element. 



21. 



Place me on Sunium's marble steep, 
Where nothing, save the waves and I, 

May hear our mutual murmurs sweep ; 

There, swan-like, let me sing and die. — Byron. 



26 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



[you] 



Place 



21. 



me . f Sunium's 

on steep \ marble 

save waves | the 
nothing | and 

[save] I =: (me) 



four 



May hear 



f[you] 



f [to] sing] ([_me 
let-j (and > < there 
[[to] die J [swan-like 



to] sweep | | murmurs. . 

[ mutual 
Where 

Kem. " / " after " save " is used for " me." 
The reason is apparent. 
" Our mutual murmurs' 1 isacompl. 
subj. el. of which " murmurs, 1 ' 
the base, is mod. by " our" and 
"mutual" two simp. adj. el. of 
the 1st class. 



SENTENCES TROM HARVEY'S GRAMMAR, PAGE 102. (REV. ED., p. 112.) 

1. They commenced plowing yesterday. 2. I seldom write letters. 
3. My father brought me some pine-apples when he came from the city. 

father | My 



[They 
1. [ f plowing 

[ commenced < 

[ yesterday. 
(I 

{letters, 
seldom 



f [to] me 

^ brought \ pine-apples | some 

he 

f when 
came 



[from city. | the 



She had gone to walk. 
(She 



5. When do you intend to return my umbrella ? 

fyou 

f When 
[ do intend j to return < 

[umbrella? | my 



5. 



had gone | to walk. 

7. Hallowed be Thy name. 

name. | Thy 

be Hallowed 

8. Respect the aged. 9. I could not learn to do it 
f [thou] 



8. C the 

Respect | [persons] -j 

[aged. 

10. The weather was unpleasant 

' weather | The 
10. 

was — unpleasant. 

12. Shall I assist you ? 
I 

Shall assist | you ? 



9. 



n 

fnot 
could learn -j 

[ to do | it. 



12. 



11. He should have been more industrious. 

[He 
11. | 

[ should have been «• industrious. | more 

13. How many regiments were mustered out ? 

' regiments [ many | How 
13. 

were mustered | out ? 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



27 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 103. (REV. ED., p. 113.) 

14. Have all the gifts of healing ? 15. Remember thy Creator in the days 

of thy youth. 



14. 



' [persons] | all 



Have | gifts 



the 

of healing? 



15. 



f [thou] 

{Creator | thy 
( the 
in days < \ 

[of youth. | thy 



16. The poor must work in their grief. 17. We were speedily convinced 

that his professions were insincere. 



16. 



[The 

' [people H 

[poor 

must work | in grief. | their 



17. 



'We 

f speedily 
were convinced -J | (that) 

[ I professions | his 
[ were— insincere. 



>*. Hear, father, hear our prayer! Long hath thy goodness our footsteps 
attended. 

r (Father,) 
[thou] 
Hear, 
18. [(and)] 

hear | prayer! | our 

goodness J thy 

[Long 
k hath attended. -{ 

^footsteps | our 



19. 



19. 



That very law that molds a tear, 
And bids it trickle from its source, 

That law preserves the earth a sphere, 
And guides the planets in their course. 

fThat 



law 



very 
fthat 



molds | tear, j a 

(And) f [_it 

bids | [to] trickled 

I from source, { its „ 

law J That 
*preserves [to be] sphere, | a 

(I earth | the 

(And) 



[planets | the 



guides 

[ in course. | their 

{earth | the 
[as] sphere, J a 



28 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



20. 



20. 



Why restless, why cast down, my soul ? 

Hope still, and thou shalt sing 
The praise of Him who is thy God, 

Thy Savior, and thy King. 

(soul? | my) 
[thou] 
[art]— restless, 

""(Why 
([and]) 

[art] castj^ 



' [thou] 

Hope | still, 
(and) 
f thou f The 

shalt sing | praise \ ( Who 

[of Him 



is mm God, | thy 

[(and)] 
[is] -Savior, | Thy 
(and) 
[ [is] _ King. | thy 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 109. (REV. ED., p. 120.) 

1. They lived very happily. 2. Why do you look so sad ? 



J They 

(Jived | happily. | very 



you 



you 

do look mm sad? | so 
(Why 



" Sad" is a pred. adj., after " do look'* 
do look — [to be] — sad ? | so an impure copula, or after " to be " un- 
(Why derstood. 

3. When spring comes, the flowers will bloom. 

'flowers | The " When" is a conj. adv., mod. "comes" 

and connects the subordinate 
will bloom. | sentence to " will bloom. 



spring 

comes, | When 



4. How rapidly the moments fly ! 5. He signed it then and there. 



'moments | the 
fly ! [ rapidly | How 



'He 
k signed 



fit 
then 
(and) 
there. 



" Then and there is a 
comp. adv. el. of 
the 1st class, mod. 
" signed." 



6. I have read it again and again. 

(I 

it "Again and again" is a comp. adv. el. of 

again 1st class, mod. " have read" 

(and) 

again. 



6. 



have read 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



29 



7. He will do so no more. 8. The mystery will be explained by and by. 
(He 



7. 



so 



will do < 

( more. | no 

"No" is an adv., mod. "more" 



9. Perchance you are the man. 
you 



9. 



'mystery | The 
8. (by 

will be explained < (and) 

(*>y 

" By and by" is a comp. adv. el. of 1st 
class, mod. "will be explained." 

10. Whither has he gone ? 
The 



are » man. j the 
(Perchance 



10. 



has gone ? | Whither 



11. They were agreeably disappointed. 12. He lives just over the hill yonder. 



11. 



They 

were disappointed. | agreeably 



12. 



fHe 
lives | over hill 



(the 



(just 



yonder. 



" Just " is an adv. el. of 1st class, mod. " over hill." 

13. Henceforth let no man fear that God will forsake us. 

14. I saw him before he left. 



f [you] 



13. 



let | [to] fear < 



( 1 man | no 



14. 



(that) 

God 

will forsake J Us. 



(I 

( him 

saw < f he 



left. | before 



" Before "is a conj. adv., mod- 
^nenceiorm „ ^„ and connecting the sub sent 

V To fear," etc., is the object of "let." to "saw" 
"No man" is a compl. subj. el. of 1st class. 
"Man" is the objective subject of "[to] 
fear." 



15. I will not be unjust. 

n 

will be m> unjust, 
(not 



15. 



16 



16. I have not seen him since I returned 
from New York. 
I 

not 
him 



have seen 



(I 



( from New York, 
returned < 

[ since 



17. Doubtless, ye are the people. 

y e 

17. 



18. Perhaps I shall go. 
(I 



18. 



are ■» people. | the 
(Doubtless, 

"Doubtless" is a modal adv., mod. the copula "are." 



shall go. | perhaps 



30 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 114. (REV. ED. p. 125.) 

1. Will you go with me into the garden? 2. In my father's house are 

many mansions. 

'mansions. | many 
2. 

are | In house | father's | my 



1. 



you 

( with me 
[Will go \ 

( into garden ? | the 



3. We went over the river, through the corn-fields, into the woods yonder. 

4. I am not satisfied as to that affair. 



fWe 
went 



over river, | the 
through corn-fields, | the 

(the 
into woods < 

[ yonder. 



(I 

{not 
as to affair. | that 

" As to that affair" is a compl. adv. el. 

of 2nd cl., of which " as to affair " is the 

"Yonder" is an adj. el., mod. "woods." base. "As to" is a preposition, equal to 

concerning. 

5. All came but Mary. 6. The Rhone flows out from among the Alps. 

' Rhone | The 
5. [persons] \ All 6. 

( but Mary. ( out 

came ^ flows < 

{ from among Alps. | the 

"From among" is a comp. preposition 
governing " Alps." 

7. He went from St. Louis, across the plains, to California. 8. Light moves 
in straight lines, and in all directions from the point of emission. 9. They went 
aboard the ship. 



7. 



fHe 

( from St. Louis, 
went < across plains, | the 
( to California. 

They 

went | aboard ship. | the 



8. 



" Light 



moves < 



' in lines, j straight 

(and) 
in directions | all 
("the 
from point X 

( of emission. 



10. 



Night, sable goddess ! from her ebon throne, 

In rayless majesty, now stretches forth 

Her leaden scepter o'er a slumbering world. — Young. 

r Night, | goddess ! | sable 
10. f now 

forth ( her 

stretches -] from throne, < 

( ebon 
in majesty, | rayless 

[her 
scepter < 

( leaden 
fa 



o'er world. 



( slumbering 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



31 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 119. (REV. ED. p. 130.) 

1. I am a poor man, and argue with 2. He'd sooner die than ask you, or 
you, and convince you. any man, for a shilling. 

fl (He 

fa 2. J f(than) 

am -man, j pQOr ^ die j g00ner | ^ , ^ 

(and) [ [would] ask J (or) 
argue | with you 1 man | any 

(and) • [for shilling. | a 

convince | you. 

3. Talent is something, but tact is every thing. 

r ("Talent 

[is mm something, 
(but) 
f tact 



is — thing. | every 
Neither military nor civil pomp was wanting 
'[pomp] | military (military 



' pomp -j (Neither — nor) 

( civil 
was — wanting. 



(Neither ■■ nor) 
pomp | civil 
was — wanting. 

"Neither" and "nor" are corresponding conjunctions connecting the members 
of the compound subject. They may be placed as in either diagram. 

5. The truth is, that I am tired of 
ticking, 
[truth | The 
' (that) 
is,— I 

k am — tired | of ticking. 6. (of things 



The attribute here is a subordinate 
sentence. 



6. I remember a mass of things 
but nothing distinctly. 

(a 

remember | mass 



(but) 



7. I alone was solitary and idle 
I | alone 



7. 



(remember) < nothing 
( distinctly. 
8. Both the ties of nature and the dic- 
tates of policy demand this. 

[the 
ties < 

( of nature 
(Both— and) 
[the 
dictates < 

( of policy 
demand | [thing] | this. 
"Both — and" connect "ties" and "dictates." 
There was no reply, for a slight fear was upon every man. 
f (There) 
reply, [no ((for) "There" is an expletive. 

fear { a " ^ or * s a su *>ordinating, 

( slight causal conjunction. 



was ■■ solitary 

(and) 
^ [was] ■■ idle. 



was [made] 



k was ■■ upon man. j every. 



32 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



10. No man more highly esteems or honors the British troops than I do. 
' man | No 

(than) 

I 
do 

" Than I do' 1 mod. "more highly* 



10 



esteems "" 
(or) 



honors 



highly | more 



fthe 
- troops \ British 

11. The soldier marches on and on, inflicting and suffering, as before. 

The 



11. 



inflicting 
soldier -l (and) 

^ suffering, 



f[he] 

(as 
[did do] I 



before. 



{on 
(and) 
on, 

11. This is a compl. decl. sent., of which "the soldier inflicting and suffering at 
[he did do~] before 11 is the compl. subj., of which "soldier" is the simp, subj., mod. by 
"the" a simp. adj. el. of the 1st class, and by '"inflicting and suffering as [he did do] 
before," a compl. comp. adj. el. of the 1st class, of which "inflicting and suffering" is 
the comp. base, mod. by "as [he did do] before" a simp. adv. el. of the 3rd class; 
also, simp. decl. sent, of which ["he"] is the simp. subj. unmod., and "as [did do] 
before" is the compl. pred., of which [" did do"] is the simp, pred., mod. by "as** 
and "before," two simp adv. el. of the 1st class. "As" is, also, the subordinate 
connective. 

12. There may be wisdom without knowledge, and there may be knowledge 

without wisdom, 
f (There) 
wisdom 



12, 



may be | without knowledge 
(and) 
(There) 
knowledge 



In this sentence "there" in both 
members is an expletive. " May be" 
in both members is used in the sense 
of '* may exist" and is not a copulative 
but an attributive verb. 



[ may be | without wisdom. 
SENTENCES FEOM HARVEY'S GRAMMAR, PAGE 121. (REV. ED. p. 133.) 



1. Ha! laughest thou ? 
(Ha!) 

f thou ? 



2. Heigh ! sirs, what a noise you make here. 
(Heigh!) (sirs,) 



^ laughest 



lord | Robin ! 
k live | long 



you 

( here, 
make < ( what 

( noise < 
(a 

3. Huzza ! huzza ! Long live lord Robin ! 4. Hah ! it is a sight to freeze one. 
(Huzza!) (huzza!) (Hah!) 

fit 
3. fa 

h is — sight < 

I to freeze | [person] one. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



33 



5. Let them be desolate for a reward of their shame which say unto me, 
Aha! aha! 

' [you] 

fa 

Let J [to] be™desolate | for reward < 

rhich I of shame I their 



them 



WJ 



{unto me 
Aha! aha! 



"Them" etc., is a subjective mod. of " [to] be." " For reward" etc., mod. "[to] 
be desolate." " Desolate " is a predicate adjective. 



6. Oh, that the salvation of Israel 
were come out of Zion! 



7. Alas, all earthly good still blends 
itself with home ! 



6. 



f(Oh!) 

[I] 
[wish] 







f(Alas!) 






(all 






good < 


f (that) f the 


7. 


( earthly 


salvation < 




f still 


( of Israel 




blends < itself 


^ were come | out of Zion. 




( with home 



8. Tush ! tush ! man, I made no reference to you. 9. Hark ! what nearer 
war-drum shakes the gale? 10. Soft! I did but dream ! 

((Soft!) 



(Tush!) (tush!) (man,) 

I 9. 



made 



f reference | no 
to you. 



f (Hark I) 

{what 
nearer 
shakes | gale? | the 



10. 



did dream. | but 



11. 



What ! old acquaintance ! could not all this flesh 

Keep in a little life ? Poor Jack, farewell ! 

I could have better spared a better man. — Shakspeare. 



11. 



((What!) 
(acquaintance ! | old) 

fall 
flesh \ 

I this . 

{not 
in fa 
life? -^ 



1. A mercenary informer knows no 
distinction. 

f A 
informer < 

1. ( mercenary 

knows | distinction. | no 

Poor ) 2. I send you here a sort of allegory. 

(farewell) ( I 

I f better 2. | f [to] you- 

could have spared < f a I send < here f a 

( man < ( sort -I 

( better ( of allegory. 

44 In" mod. "could keep" and is an adv. el. "A little life" is an obj. el. 



34 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



3. Our island home is far beyond 


4. 


Love took up the harp of life, 


the sea. 




and smote on all the chords 


(Our 




with might. 




' home -j 




Love 


3. 


( island 




Tup 
took < ( the 




is ™ beyond sea. | the 


4. 


[ harp -j 
(and) [of life, 


t ^iar 




fall 


'Far" mod. the prep, phrase "beyond 




f on chords -I 


sea." 




smote j [ the 
[ with might. 


5. Your If is the only peace-maker : 


6. 


He is very prodigal of his oh& 


much virtue in If. 




and ahs. 




If | Your 




He 




("the 
isaa peace-maker: \ 


6. 




very 






L is M prodigal 


of ohs | his 


[only 






(and) 


5. 








[of] ahs. 



virtue | much 

"Is" in 2nd part is an attributive 
[is] | in If. verb. "In If is an adv. modifier. 

7. He looked upward at the rugged heights that towered above him in the 

gloom. 
fHe 

{upward f the 
rugged 
at heights \ ( that 

{above him 
- 
in gloom. | the 

8. He possessed that rare union of reason, simplicity, and vehemence, which 

formed the prince of orators. 

He f that 

8. rare 

k possessed | union -|. of reason, 

(and) 
[of] simplicity, 

(and) 
[of] vehemence, 
{ which [ the 

[formed | prince ) 

[of orators. 



" Union " is the antecedent 
of "which." 

9. Mark well my fall, and that that 
ruined me. 

' [you] 



9. 



well 
\ fall, | my 
(and) [ that 
[thing] \ f that 

[ [ ruined | me. 



10. The jingling of the guinea helps 
the hurt that honor feels. — Tennyson. 

(The 
f jingling^ 
10. ( of guinea | the 

[the 
helps. | hurt -j f honor 

[ [feels. | that 
What does this sentence mean ? 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



35 



k were blended, 



was ■■ whole. 



(There) 

{no 
but calm, 
is 



" Is" equals " exists. 



11. His qualities were so happily blended, that 12. There is no joy but calm, 
the result was a great and perfect whole, 
qualities J His 
11. f happily | so 

(that) 12. 

result | the 

' a 
great 
(and) 
^ perfect 

SENTENCES FKOM HARVEY'S GRAMMAR, PAGE 122. (REV. ED. p. 134.) 

13. I must be cruel, only to be kind. 14. Why are we weighed upon with 

heaviness ? 
r I [we 

13. 14. f Why 

L must be m cruel, { to be — kind [ are weighed < upon 

* (only 1 with heaviness ? 

15. Now blessings light on him that first invented sleep : it covers a man all 
over, thoughts and all, like a cloak. — Cervantes. 
((Now) 
blessings 

f that 



light | on him | 



15. 




[first 
% invented < 

[ sleep, 
over | all fa 

thoughts 
man j (and) 

[things] | all 
like cloak. | a 



15. "Now" is introductory. 
We have here an example 
("blessings") of the subj. of an 
imperative verb in the 3rd per- 
son. " Thoughts and all [things'] " 
is in apposition with "man." It 
is a kind of partitive apposition. 
" Like a cloak" is a second class 
modifier, " like " being a prepo- 
sition. 



16. Many a morning on the moor- 17. He stretched out his right hand at 



lands did we hear the copses 
ring. 



16. 



we 



[to] ring. | __copses | the 



did hear -j on moorlands | the 

j [on] morning | Many a 18. 



16, "Copses" is objective subjective of 
" [to] ring." "Many a" is parsed as a single 
adjective. 

18. He acted ever as if his country's welfare, and that alone, was the moving 
spirit. 



these words, and laid it gently on 

the boy's head. 

He 

out 

This 
hand ^ right 
at words I these 




laid 



on head. | boy's | the 



18. 



fHe 
acted - 



ever 
[He] 

[would act] 



as 

7( if ) 

welfare | country's | his 
(and) ( that 



[welfare,] -j 
[ was ■■ spirit 



alone, 
(the 

( moving 



36 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



19. The great contention of criticism is to find the faults of the moderns, and 
the beauties of the ancients. Whilst an author is yet living, we estimate 
his powers by his worst performance ; and when he is dead, we estimate 
them by his best. 
(The 
contention < great 

( of criticism 
(the 
' faults < 

[ of moderns, | the 



is — to find « 



19. 



(and) 

(the 
beauties < 

{ of ancients. | the 
we 

powers | his 

(his 
by performances 
estimate -| ( worst 

author | an 

f whilst 
is living, 



We have here an attri- 
bute of the 2nd class, " to 
find" etc. 



(and) 
we 

estimate 



yet 



them 



[by performance] 
fhe 
is — dead. 



his 
best 



20 



(when 

20. I will work in my own sphere, nor wish it other than it is. 
I 

fmy 
^ will work | in sphere, \ " Than it is " mod. " other" " It" 

[own is subjective, 

(nor) 

(than) 
[will] wish | [to be » sphere] | other | it 

(| it is. [sphere] 

21. As his authority was undisputed, so it required no jealous precautions, no 

rigorous severity, 
it 
21. f so 

k required -J ( no 

precautious < 

(jealous 
(or) 

( no 
severity. < 

( rigorous 
[authority | his 



was mm undisputed, 
(As_ 



"As" equals "since." 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



37 



23. 



22. Like all men of genius, he delighted to take refuge in poetry. 

he f refuge 

f to take < 
. 22. ( in poetry. 

delighted -J fall "Like" is a prep., showing 

Like men < the relation of "men" to " de- 

l (of genius, lighted." 

23. To know how to say what other people only think, is what makes men 

poets and sages; and to dare to say what others only dare to think, 
makes men martyrs or reformers, or both. 

{how { the 
] 
thing-; f people | other 
which 

only 




I L men 



the 

f [people] | other(s) 
to dare | to say | thing { f only 

dare \ 

[ to think, | which 

f [to be] — martyrs 

"ISFTi -: . . 

makes { ri , -, - I I men 



[to be] —reformers, 



(or) | 

[to be] [things] | both. 



23. This is a compl. comp. decl. sent., of which "to know" etc., to "sages" is 
the leading compl. decl. sent., of which " to know how to say the thing which other people 
only think" is the compl. subj., of which "to know" is the simp, subj., mod. by "how 
to say the thing which others only think" a compl. obj. el. of the 2nd class, of which 
" to say" the base, is mod. by " how " ; also, by " the thing which other people only think." 
Of which leading sentence "is the thing which makes men [to be~\ poets and [to be~] sages" 
is the compl. pred., of which "is thing" is the simp, pred., of which "is" is the 
copula, and "thing" is the attribute, mod. by "which makes men [to be~\ poets and [to 
be~] sages" a simp. adj. el. of the 3rd class. It is also a simp. decl. sub. sent., of which 
"which" is the connective and simp, subj., and "makes men [to be~\ poets and [to be~\ 
sages" is the comp. pred., of which "makes" is the simp, pred., mod. by "men [to be~] 
poets and [to be~] sages" a compl. comp. obj. el. of the 2nd class, of which " [to be] 
poets and [to be~] sages" is the compound base, each member of which is composed of 
an infinitive copula and an attribute. The copulas are both mod. by " men" a simp, 
subj. el. of the 1st class. 



38 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



The second, or co-ordinate sentence presents no difficulties not met with in the 
first or leading sentence. 

24. That done, she turned to the old man with a lovely smile upon her face, — 
such, they said, as they had never seen, and never could forget, — and 
clung with both her arms about his neck. — Dickens. 



24. 



f / fThat \ 

[thing]] 
\ [ [being] done/1 



She 



turned - 



fthe 
' to man \ 

[old 



/ 



with smile \ lovely 

upon face | her 
f such 



[smile] \ 



they 

had seen 
(and) 



J never f as 

fthey 



[could forget J | never y |^ sa id | [as] 

" That thing being done" is a compl. independent element, of which "thing" is the 
base, mod. by "that" and " being done," two simp. adj. el. of the 1st class. [" Smile' '] 
is in apposition with " smile" "As" mod. both " had seen" and " could forget ." 



25. 



To live in hearts we leave behind, 
Is not to die. — Campbell. 



25. 



To live | in hearts 

is n to die. 
"(not 



we 



leave 



C behind 
] rwhichi 



26. 



But war's a game which, were their subjects wise, 
Kings would not play at. — Cowper. 

(But) 



26. 



war 



k 8 m game 



f kings 

^ would play 



at. which, 
not 



f([if]) 
subjects I their 

were — wise 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



39 



27. 



f[He]| 



27. 



Whoever thinks a faultless piece to see, 

Thinks what ne'er was, nor is, nor e'er shall be. — Pope. 

' whoever 

fa 



thinks | to see, | piece < 

[ faultless 



thinks | thing 



fthe 

which 



"Was" "is" and "shall be" are each 
used in the sense of " exist." 



28. 



28. 



was, | neer 

(nor) 

is, 

(nor) 

shall be. | e'er 

The Niobe of nations, there she stands, 

Childless and crownless, in her voiceless woe ; 
An empty urn within her withered hands, 

Whose holy dust was scattered long ago. — Byron. 

[The 
f Niobe j 
She { (of nations 

childless 
(and) 
crownless 
' there 
stands -l . f her 
in woe -j 

[ voiceless 

fan 
[with] urn -l empty 

fher 
within hands -J 

[ withered 
f whose 
dust < 

(holy 

[ was scattered | ago. | long 
" Niobe" is in apposition with "she." It is not a case of pleonasm. "Urn" 
with its modifiers, could be placed as an independent element with the participle 
"being" understood, or as the object of "holding" understood. This sentence is a 
part of Byron's poem on Rome. See Niobe in a Classical Dictionary or Ency- 
clopedia. 

29. Can storied urn or animated bust 

Back to its mansions call the fleeting breath ? 
Can Honor's voice provoke the sleeping dust, 
Or Flattery soothe the dull, cold ear of death. — Gray. 

30. A thing of beauty is a joy forever ; 
Its loveliness increases ; it will never 
Pass into nothingness. — Keats. 



40 



GRAMMATICAL DIAGRAMS AND ALALYSES. 



urn | storied 

(or) 

bust | animated fthe 

f breath? I 
Can call -] [ fleeting 

Back 



29. [ to mansion | its 

'voice | Honor's 



' thing 



of beauty 



Can provoke ( dust? 



(Or) 
' Flattery 
[can] soothe | ear " 



fthe 

[ sleeping 



ls-joy | a 
(forever ; 

30. f loveliness | Its 

[ increases ; 

'it 

{never 
into nothingness. 



the 

dull 

cold 

of death ? 



SENTENCES FEOM HAKVEY'S GRAMMAR, PAGE 123. (REV. ED. p. 134-5.) 



31. 



31. 



Forth from his dark and lonely hiding-place, 
(Portentous sight!) the owlet Atheism, 
Sailing on obscure wings athwart the noon, 
Drops his blue-fringed lids, and holds them close, 
And hooting at the glorious sun in heaven, 
Cries out, "Where is it?" — Coleridge. . 

(sight! | Portentous) 



owlet - 



the 
Atheism, 

sailing 



Forth, 

on wings | obscure 

athwart noon, | the 

from hiding-place, 



drops | lids, 
(and) 



his 
blue-fringed 



his 
dark 
(and) 
lonely 






them 
close, 



32. 



holds 

(and) 

[the 
[he] | hooting J at sun X glorious 

( in heaven, 
Tout, 31. " Portentous sight" is an independent 

cries X fit? element. "Atheism" is an apposition 

( [is Where with "owlet" 

Dry clank' d his harness in the icy caves 

And barren chasms, and all to left and right 

The bare black cliff clang' d round him, as he based 

His feet on jets of slippery crag that rang 

Sharp-smitten with the dint of armed heels. — Tennyson. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



41 



32. 



' harness | his 

f Dry [ the 

in caves < 
clank' d | (and) ( icy 

[in] chasms, | barren 
(and) 
f cliff-! The 
bare 
black 



clang' d 



to left ) 

(and) 
[to] right, 



all 



' that | Sharp-smitten | with dint* 



I rang 



[the 



of crag | slippery 



[ of heels. ( armed 



round him 
he 

f feet | His 
based \ on jets | 

[as_ [ 

32. The second part of this sentence presents two or three difficulties. 1. 
What is the subject of " clanged?" Some will answer " all" others will say "things" 
understood after " all." I have made " cliff" the subject, and I think that a care- 
ful study of "The Passing of Arthur" in Tennyson's " Idyls of the King " will 
justify this disposition. 2. What does "all" limit? On this point I am not so 
clear, but it must either limit "cliff" or an adverb in the sense of "wholly" and 
limit the phrases "to left and to right" or an adjective limiting {things]. I have 
found that each of these three views is sustained by good thinkers with good argu- 
ments. "Sharp-smitten" has the construction of an adjective limiting "that." " That 
rang" etc., does not modify " crag" but "jets" as indicated in the diagram. 

33. Then came wandering by 
A shadow, like an angel with bright hair 
Dabbled in blood; and he shriek'd out aloud: 

" Clarence is come! false, fleeting, perjur'd Clarence! 

That stabbed me in the field by Tewksbury : 

Seize on him, furies, take him to your torments ! " — Shakspeare. 

( A 
shadow, < 

( like angel •{ an 

. . f bri s ht 

[with hair < 

{ Dabbled | in blood ; 
Then 
wandering | by 



33. 



(and) 



[he 










shriek'd - 




a 


ut 

loud: 

' Clarence | Clarence ! 


r false, 
fleeting, 
perjur'd 


«. 




is come ! 




r That 






([and]) 
(Furies,) 

[y°u] 

Seize | on him, 


*. 


stabbe 






(and) 

f him 








take \ 






t 


[ to torments ! 


y 


our 



me 



[the 

[ by Tewksbury : 



42 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



33. " Like angel, 1 ' etc., is an adjective element of the 2nd class. " Like' 1 is a prepo- 
sition showing the relation of " angel" to " shadow." Some would make " like" an 
adjective and supply " to " or " unto." This is unnecessary as the drift of thought on 
this subject clearly shows. The antecedent of " he" the subject of the second 
member, is " shadow" in the first member. See Clarence's dream in the first part 
of Shakespeare's Richard the Third. " That stabbed," etc., limits, in my judgment, 
the second " Clarence" not the first. 

34. There are things of which I may not speak : 

There are dreams that can not die : 
There are thoughts that make the strong heart weak, 
And bring a pallor upon the cheek, 
Arid a mist before the eye. 
And the words of that fatal song 
Come over me like a chill: 
" A boy's will is the wind's will, 
And the thoughts of youth are long, long thoughts." — Longfellow. 
' (There) 

\ 
things f not 

^ may speak : \ 

I of which 



34. 



are 
f (There 

dreams | 

are 

f (There) 



thoughts 



are 



f that 
can die » | not 

f that 

make | [to] be^weak, [ the 

( j heart \ 

[ strong 
(And) 

{pallor | a 
upon cheek, | the 
(And) 

( mist | a 



bring ^ 



(And) 
words - 



fthe 
ofsong 

will | boy's | A 



before eye. | the 



(that 
[ fatal 



is «m will 
(And) 



wind's, 
fthe 



the 



thoughts 



Come 



are i 



over me 



like chill : J a 



of youth 
flong 
thoughts -J 

[long 

34. " Are" is used in three places in this sen- 
tence in the sense of " exist" and hence 
is not a copula. " The strong heart" is a 



subjective element- 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



43 



35. These ages have no memory, but they left 

A record in the desert — columns strown 
On the waste sands, *and statues fallen and cleft, 

Heap'd like a host in battle overthrown; 
Vast ruins, where the mountain's ribs of stone 

Were hewn into a city : streets that spread 
In the dark earth, where never breath has blown 

Of heaven's sweet air, nor foot of man dares tread 
The long and perilous ways — the Cities of the Dead. — Bryant 



2 s 

P oj' 

*< CD 
" P 

<X> 

p 

o 

CD 



g g p ; 

e?' r P ,^ 

P 2. 2 a 

£-' P ^ ~ 

^ * a w 

= * a- c 



i-i. $o 

P 0_ 

t-t- P* 

- P^ Oq 

"- 1 * ~. P 

^ i-S O 

P o 






►a 

v- o 



- P" 



p 



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P 

, P 
cd o 

$ g. 

o> P 

<rh p^ 
P" CD 

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£<& 

e+- P 



=^ 



OB 






P 3 
P j» 



p- - 



I' S" 



CD 
P 

CD 
P 
O 

CD 



B" 

< ° 

CD >r> 
P P 
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B 8- 

W § 

go r-i- 

3 p 



CD 

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p. X 

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p P; 

CD ^ 
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CD P- 



3 

CD 

CD ^ 

P^ O 
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3 
P^ 

CD 
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a> 



Wo '->. 
p" p 
CD » b 

P 3? Cl, 

►p - v^ 

CD 



CD 



cr 

p 

cT 



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p 

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t» 

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CD 



44 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



SENTENCES FEOM HARVEY'S GRAMMAR, PAGE 134. (REV. ED. p. 147.) 



1. 



1. Thy feet are fetterless. 
r feet | Thy 

are « fetterless. 



He waved his broad felt hat for 
silence. 

fHe This 

f hat \ broad 
waved -l [ felt 

[ for silence. 

It sank from sight before it set. 
fit 
sank 



2. 
2. 



4. 



Level spread the lake before him. 
lake | the 

spread ■§ Level 

(before him. 

A soldier of the Legion lay dying 
in Algiers. 

soldier < 

(of Legion | the 



' from sight 



7. 
7. 



it 

set. | before 



None will flatter the poor. 

[persons] | None 

(the 
k will flatter | [persons] < 

( poor. 



9. The house was wrapped in flames. 
' house | The 
k was wrapped | in flames. 



lay am dying J in Algiers. 

Ye softening dews, ye tender 

showers, descend! 

f Ye I dews, | softening 
[Ye J showers, | tender 
[ye] 6. There are two 

descend. views that may be 
taken of "ye" in this sentence, one that 
it is independent by address, the other 
that it has an adjective force which it 
throws on " dews." 

8. Ye are the things that tower. 

[Ye 
8. f the 

are ■■ things \ { that 

[ [tower. 

10. Hope and fear are the bane of 
human life. 



9 



10. 



11. The village all declared how much he knew 

(The 
village 



f Hope 
(and) 
fear 

(the 
are m bane < 

{ of life. | human. 



11. 



all 



declared 



he 



knew, [knowledge] [ much | how 
12. He that refuseth instruction despiseth his own soul. 



12. 



He 



f that 



[refuseth | instruction 
f his 



despiseth | soul. 



own 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



45 



13. Is it for thee the lark ascends and sings ? 

f (it) 
f([that]) 

lark | the 
ascends 
(and) 
sings ? 



13. 



v Is _ for thee 
14. How dreadful is this place, for God is here ! 
place, | this 

• is mb dreadful | How 



13. "It" is an expletive introduc- 
ing the subordinate sentence, which it 
represents. 



14. 



( 



f(for) . 
God 

14. "Here" is a predicate adjective, 
is « here ! used in the sense of "present." 



15. He dares not touch a hair of Catiline. 

fHe 

15. [not 

dares < fa 

( [to] touch | hair < 

(of Catiline. 

16. What can compensate for the loss of character ? 

fWhat 

16. (the 
[ can compensate j for loss < 

( of character ? 

17. Lead us not into temptation, but 18. Time slept on flowers and lent his 



17. 



deliver us from evil. 

[thou] 

f us 
Lead i not 

[into temptation, 
(but) 
[thou] 

fus 
deliver < 

I from evil. 



18. 



glass to Hope. 
(Time 

slept | on flowers, 

(and) 



lent 



glass | his 
to Hope. 



19. All were sealed with the seal which is never to be broken till the great day. 
f [books] ? | All 



19. 



fthe 



k were sealed | with seal 



never 



which 

(the 
lis-tobebroken "! till day. 1 

I ( great 



" To be broken" is a second-class attribute. " Till" is a preposition. 



46 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



20. O God, we are but leaves on thy stream, clouds in thy sky. 

(O God,) 
we 



20 



are m leaves | on stream, | thy 

(but 
([and]) "But" is a modal adverb, modifying 

the copula " are." It is used in the 
[are] - clouds | in sky. | thy sen se of "merely" or "only." 

21. Talk to the point, and stop when you have reached it. 

f [you] 

Talk | to point, | the 
(and) 

fyou 
stop | f 



21. 



have reached 



wh 



en 



22. "It was now the Sabbath-day, and a small congregation, of about a hun- 
dred souls, had met for divine service, in a place more magnificent than 
any temple that human hands had ever built to Deity." — Wilson. 
"It 

was « Sabbath-day, | the 
(now 
(and) 

(a 
congregation, < small f a 

( of souls, { hundred | about 
for service, | divine 
i a 



22. 



/ - 



had met 



^ in place ( magnificent | more 



' (than) 
temple 



b 



( any 

J Ch. 



hands | human 
[that 
had built < 



23. 



23. 



r i 

know 



ever The sentence introduced by 

[ to Deity." " than " limits " more mag- 

[is ■■ magnificent] nificent" 

I know thou art gone where the weary are blest, 
And the mourner looks up and is glad. 



f ([that]) 
thou 

art gone | 



" Where" is a conj. adverb, and 
modifies the verbs in the subor- 
dinate sentences, and connects 
the subor. sentences to the verb 
" art gone " in the principal sentence 



[persons] 



are blest, 



(the 



weary 



(And) 
niourner | the 
looks | up 



where 



(and) 
is ■■ glad. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



47 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 125. (REV. ED., p. 148.) 



24. 



What matter how the night behaved? 

What matter how the north wind raved ? — Whittier. 



24. 



1st form, 
night | the 

behaved? | how 

[did] matter | What 



[the 
' wind < 

( north 

raved? | how 

[didjmatter | What 



24. 



2nd form, 
night | the 

behaved? | how 

[was] ■■ matter | What 



wind^ the 

( north 
raved? | how 

[was] m, matter j What 



25. 



25. 



Bird of the broad and sweeping wing, 

Thy home is high in heaven, 
Where the wide storms their banners fling, 

And the tempest-clouds are driven. — Percival. 

fthe 
broad 
(and) 



Bird | of wing, 



sweeping 



home | Thy 

is m high | in heaven, j 



fthe 
r storms < 

(wide 
fling, | banners | their 



(And) 



Where 



tempest-clouds | the 
are driven. 

i 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 150. (REV. ED., p. 162.) 
1. Thou hast uttered cruel words. 2. 1 bow reverently to thy dictates. 



1. 



Thou 

hast uttered | words. | cruel 



(I 



bow 



{reverently 
to dictates, j thy 



3. He shakes the woods on the mountain side. 
(He 



3. 



(the 
shakes | woods < ( the 

( on side. < 

j mountain 



48 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



4. He builds a palace of ice where 5. The panther's track is fresh in 



the torrents fall. 
He 



' palace < a 

I of ice 



4. 



builds 



torrents | the 
fall. | where 



7. Soon rested those who fought. 
" those 



7. 



[persons] 



who 
fought. 



the snow. 

track | panther's | The 
5. 

is afresh | in snow. | the 
6. Black crags behind thee pierce 
the clear blue sky. 
[ Black 
crags < 

(behind thee 
f the 
pierce | sky. -j clear 
( blue 

8. His home lay low in the valley. 

ihome J His 
lay «■ low | in valley. | the 
"Low " is a predicate adjective, after the 
impure copula, "lay." 



6 



rested | Soon 



9. He had a remarkably good view of their features. 
(He 

. r 

had | view \ good | remarkably 
[of features. | their 
10. All said that Love had suffered 11. Heaven burns with the descend- 



9. 



10. 



wrong. 

[persons | All 

f (that) 
said | ' Love 

[had suffered J wrong. 



11. 



mg sun. 
' Heaven 

burns | with sun. 



[the 



12 



( descending 

13. How pleasant it is to see the sun ! 

f(it) 
13. to see | sun ! j the 



12. I will go to-morrow. 

I 

will go | to-morrow. 

is ob pleasant | How 

13. "It" is the grammatical subj., while " to see" is the logical subject. 

14. To doubt the promise of a friend 15. He wishes to go to the house. 

is a sin. 

( the 

(To doubt | promise \ f He 

(offriend|a 15. 
is ™ sin. | a [ wishes j to go | to house. | the 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



49 



16 



16. It was now a matter of curiosity, who the old gentleman was. 

f (it) 

[the 
gentleman \ 

(old 
was. ■■who 16. " Who the old gentleman was " is an 

{ a interrogative sentence. 

. 
of curiosity, 

17. The fires of the bivouac complete what the fires kindled by the battle 

have not consumed. 

[The 
fires \ 

( of bivouac | the 



17. 



f the ( the 
fires < 

(kindled | by battle | the 



complete | thing 



I 



have consumed. 



not 
which 



18. In my daily walks in the country, I was accustomed to pass a certain cottage. 

fa 
f I cottage. < 

18. | (certain 

( was accustomed | to pass ■{ 



I fmy 

(^ In walks <{ daily 



( in country, | the 

19. Toward night, the school-master walked over to the cottage where his 
little friend lay sick. 

schoolmaster | the 

fthe 



over 



walked j to cottage 

( Toward night, 



' friend 



f his 



I little 
lay — sick 
(where 



19. "Sick" is a predicate 
adj. after "lay," and limits 
"friend." 



20. I am now at liberty to confess that much which I have heard objected to 
my late friend's writings, was well founded. 

'much 



20. 



( (that) 



am — at liberty | to confess 
(now 



fl 



(criticism) ■{ [ have heard 1 [to be] objected* 



I 



was founded. | well 

( | which 



to writings, | friends, 



my 
late 



20. "At liberty" is the attribute of the 2nd class. " Which" is objective, sub- 
ject of the infinitive [to be] objected. Note that to be objected is transitive, though it 
is somewhat difficult to give a sentence with it transitive in the active voice. For 
sentences, however, of this kind see Webster's Unabridged. 



50 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



21. One of his favorite maxims was, that the only way to keep a secret is never 
to let any one suspect that you have one. 

( One f his 

r [maxim] -j of maxims < 

{ I favorite 

' (that) 
21. ( only 

way < 

( to keep | secret | a 



[was, 



or, 



is —to let 



f never ( [ [person] < 

( [to] suspect -j f (that) 
you 
[ [have | [secret] one. 



any 
one 



21. 



f (that) 



, , , f never 
tolet| [to 



] suspect 



{ [any 

[person] < 

{ one 
( (that) 
I you 
[have | [secret] | one. 



[the 
k is — way -j only 

( to keep | secret | a 
(One 
L was, tm [maxim] < ( his 

( of maxims i 

{ favorite 

22. How his essays will read, now they are brought together, is a question for 
the publishers, who have thus ventured to draw out into one piece his 
"weaved-up follies." — Lamb. 

essays | his 

(How 
( they 
( together, 
[are brought-! now 

( This 

fa * ■< 

k is ■m question < ( the ( weaved-up 

( for publishers, < ( who ( thus 

( I have ventured ] ( ou ^ 

" Now" is used as a conjunctive adv. in this ( to dra w < into piece } one 

sentence, though it is an odd use of the word. ( follies.* 



23. 



23. 



Examples may be heaped until they hide 
The rules that they were made to render plain. 



' Examples 
may be heaped 



they 

(until [The 
hide «( 



[ rules 



" That" issubj. of [ u to 6e."] 



they 

( [to b e]»plain. 



that 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



51 



24. 



Merciful wind, sing me a hoarse, rough song, 
For there is other music made to-night 
That I would fain not hear. 

(wind, | Merciful) 



24. 



[you] 



( [to] me 
fa 



t smg -{ song, •< hoarse, 
( rough 
f(For) 
(there) ( other 
music ■{ 

made | to-night 



is 



(I ffain 

[ would hear < not 
(that 



25. 



25. 



Woe worth the chase! woe worth the day! 
That cost thy life, my gallant gray. — Scott 



'Woe 

worth | [to] chase! | the 
[(and)] ~ 
fWoe 



worth | [to] day! j the 



'That 
cost | life, | thy 



This is a peculiar sentence. See 
"wortK 1 in theUnabridged Dictionary. 



my 



gray. 






gallant j 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 156. (REV. ED., p. 172.) 
1. God's balance, watched by angels, is hung across the sky. 
[God's 
balance, < 

1. ( watched | by angels, 

is hung | across sky. | the 

2. My eyes pursued him far away among the honest shoulders of the crowd. 

eyes | My 

him 
2. pursued J away | far 

(the 
among shoulders < honest 

( of crowd. | the 

3. Nothing is law that is not reason. 4. Vice itself lost half its evil by 

losing all its grossness. 



3. 



Nothing | 

t is m* law 



that 

is ■ reason, 
[-(not) 



Vice | itself 

f half | [of] evil | its 
lost^ fall 

* ( by losing | grossness. < 

its 



52 



GRA MM A TIC A L DIA GRA MS AND ANAL YSES. 



5. There is a limit at which forbear- 
ance ceases to be a virtue. 



6. If ye love me, keep my com- 
mandments. 



' (There) 

a 

limit 



f[ye] 



' forbearance 

ito be 'm virtue. | a 
at which 



keep^ 



f commandments. | my 



fPf] 

ye 

love | me, 



is 



" Is " is an attributive verb. 

7. Were I not Diogenes, I would be 
Alexander. 
(I 



7. 



8. Unless he reforms soon, he is a 
ruined man. 
[He 



would«»be Alexander, f (if ) 

I 



[ is«»man. | ruined 
(a 



(unless) 

he 

reforms J soon 



In the revised edition (^ were^Diogenes, 

this sentence is reversed, (not 

and of bourse the analysis will be different. 

9. Except ye repent, ye shall all likewise perish. 

( ye | all 
9. ( likewise 

^ shall perish. -J f (except) 

ye 

[ ^ repent, 

10. Withdraw thy foot from thy neighbor's house, lest he weary of thee, and 

so hate thee. 

{ [thou] 

f foot | thy 
from house, | neighbor's | thy 
Withdraw \ { (lest) 
he 

weary | of thee 
(and) 
(so 
hate < 

[ thee. 

11. I am quite sure that Mr. Hutchins rode through the village this morning. 

II ( quite 

I f(that) 
am — sure < \ Mr. Hutchins 

[ through village | the 
[ rode < 

( [on] morning. | this 

12. Seest thou a man wise in his own conceit? There is more hope of a fool 
than of him. 

' thou 

fa 
12. Seest | man < ("his 

( wise | in conceit ? < 

I own 



' (There) 



hope 



more 



is | of fool | a 



(than) 

[hope] | of him. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



53 



13. He spake as one having authority. 

fHe 

f one 



13. 



spake | as[person] < 



having authority. 



fHe 
spake 



or, 



(one 



' [person] < 

I having authority 
[speaks] | as 



14. He never has a lesson, be- 15. Not many generations ago, where you 



cause he is too lazy to 



14. 



study. 
He 



has- 



never 
lesson | a 



(because) 
he j too 

is«lazy -< 

( to study 



15. 



now sit, the rank thistle nodded in the 

wind. 

(the 
thistle < • 

( rank 

[at] generations 



nodded 



many | Not 
ago 



you 

(now 
siU 

( where 



16. 



16. 



in wind. | the 

Do not forget to write when you 17. Even by means of our sorrows, we 
reach home. belong to the eternal plan. 

we 



r [you] 

| not 
Do forget -j (y° u 17 

( to write < ( home. 

( reach < 

( when 



Even 



belong - 



by means | of sorrows, j our 

(the 
^ to plan. < 

{ eternal 

18. ThQ gentleman who was dressed in brown-once-black, had a sort of 
medico-theological exterior, which we afterward found to be representa- 
tive of the inward man. 

(The 
' gentleman -j ( who 

[ [ was dressed | in brown-once-black, 
a 



18. 



19. 



had | sort -j of exterior, | medico-theological 
( we ( afterwards 

[ found < ( the 

( to be ■» representative | of man -j 

(| which ( inward 

Multitudes of little floating clouds, 
Ere we, who saw, of change, were conscious, pierced 
Through their ethereal texture, had become 
Vivid as fire. — Wordsworth. 



54 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



19. 



20. 



20. 



had become ■■ Vivid « 



[ little 
' Multitudes | of clouds, < floating ( their 

(pierced | Through texture, < 

( ethereal 
fire, 
[is — vivid] | as 

( who 
[we, | I 

^saw, 

^ were«conscious, | of change, 
~~(Ere 

Honest work for the day, honest hope for the morrow : 

Are these worth nothing more than the hand they make weary, 

The heart they have saddened, the life they leave dreary ? 

the 
(than) 



f Honest 
work < 

[ for day, | the 
([and]) 

f honest 

hope l , , 

( for morrow : | the 



[things] | these 

Are m worth nothing | more 



they 

make | [to be] ■* weary, 
(which 



hand - 

[(and)] 

[the 
heart < ( they 

( [have saddened | [which] 
(and) 

the 
they 



life 



leave | [to be] ■■ dreary 
( j [which] 



[are ■> worth] 
" Worth' 1 is best considered a preposition, or a pred. adjective in this sentence. 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 158. (REV. ED., p. 174.) 



1. Exercise and temperance strength- 
en the constitution. 
' Exercise 
(and) 
^ temperance 

strengthen | constitution. | the 

3. He is neither old nor infirm. 
fHe 



is _ old 
(neither — nor) 

[is] » infirm. 



2. Youth is bright and lovely, 
f Youth • 



2. 



is««bright 

(and) 
(is]— lovely. 



4. He is not angry, but excited. 
fHe 



4. 



is — angry, 

"(not 

(but) 

[is] excited. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



55 



7. 



9. 



10. 



They wash, iron, cook, eat, and 

sleep in the same room. 
fThey 



wash, 

([and]) 

iron, 

([and]) 

cook, 

([and]) 

eat, 

([and]) 

sleep 



6. I want to be quiet, and to be let 
alone, 
fl 

( to be — quiet, 
want < (and) 

( to be let m alone. 



6. 



> in room. 




The book which I loaned you, 
and which you lost, was a pres- 
ent from my father. 

The 
' book i { I ( [to] you, 

loaned < 

( which 
(and) 
(you 
[lost, | which 



( fine 
(and) 

[to] drive | horses | fast 

[the 
is m height < 
was««present -l [ ( of ambition. | his 

[ from father. | my 

All the girls were in tears and white muslins, except a select two or three, 
who were being honored with a private view of the bride and brides, 
maids, up stairs. 



To live in a fine house and drive 
fast horses is the height of his 
ambition. 

to live j in house ■{ 



All 
girls -! the 

except [girls] - 



a 

select 
two 
(or) 
three, 

who 



* ■{ private 

of bride | the 
(and) 
[of] bridesmaids, 



( with view* 



were m in tears [ [ were — being honored < 

(and) ( up stairs, 

[were™ in] muslins, | white 

10. There was another tap at the door — a smart, potential tap, which seemed 

to say, " Here I am, and in I'm coming." 

' (There) f another 



a 
tap — ■{ smart, 

| tap \ potential 
[ f which 



was 



seemed — to say, J 



fl 

[ am,— here 

(and) 

. fl 

[ [ am coming, | in 

10. The 2nd " tap " is in apposition with the 1st " tap." 



56 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



11. Not a truth has to art or to science been given, 

But brows have ached for it, and souls toiled and striven. — Lytton. 



11. 



' truth | a | *Not 
has been given, 



*Not is, in this 
sentence, an ad- 
verb, modif yi n g 
a, a numeral adj. 
meaning one. 



to art 
(or) 
to science 
(But) 
( brows 
[ have ached | for it, 

(and) 
r souls 
[have] toiled 

(and) 
[have] striven. 11. "But" is here a subordinate 

conjunction used in the sense 
of "unless" or" except." 



SENTENCES FEOM HAEVEY'S GRAMMAR, PAGE 160. (REV. ED., p. 177.) 



1. No one came to his assistance. 

2. He were no lion, were not Ro- 

mans hinds. 

(He 

were— lion, | no 



f([if]> 
Romans 

were ■■ hinds. 

(not 

4. Thou shalt love thy neighbor as 

thyself. 

(Thou 

neighbor | thy 

shalt love \ ( [thou] 

( thyself, 

[lovest] < 

as 



1. f [person] | one | No 

^ came | to assistance. | his 

3. I would that ye all spake with 
tongues. 

3. J [(that) 

[would | ye | all 

spake | with tongues. 



5. Launch thy bark, mariner! 
(mariner!) 



5. 



' [thou] 
Launch | bark, | thy 



6. He made them give up their spoils. 7. Go quickly, that you may meet them. 



(He 



6. 



(|_ th 



em 



up 



made | [to] give j spoils. | their 



f[you] 

quickly, 
f (that) 



Go^ 



you 

may meet | them. 



8. Voltaire, who might have seen him, speaks repeatedly of his majestic 
stature. 

who 
Voltaire, | 

might have seen | him, 

{repeatedly 
( his 
of stature. < 

(majestic 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



57 



9, 



9. The French, a mighty people, combined for the regeneration of Europe. 

(The 
French, < ( a 

( people, 1 

( mighty 

(the 
combined | for regeneration < 

( of Europe. 

10. Not many generations ago, where you now sit, circled with all that exalts 
and embellishes civilized life, the rank thistle nodded in the wind, and 
the wild fox dug his hole unscared. 

{many | Not 
ago, 
you | circled | with [environment]* 

{now 
where 



(the 
' thistle j 

( rank 

nodded | in wind, | the 



(and) 

(the 
fox < wild 

( unscared. 

dug | hole | his 



* i 



fall 
' that 

exalts 
(and) 



embellishes ) 



life, I civilized 



11. Very few men, properly speaking, live at present: most are preparing to 
live another time. 



11 



([I]) speaking, | properly) 

(men, | few | Very 
live | at present : 
f [men] | most 



11. "Speaking properly" limits "I" un- 
derstood ["/"] then, is nom. absol. 
with "Speaking." Consequently, " [J] 
speaking properly" is an independent ele- 
ment. 



[ are preparing | to live | [at] time. | another 
12. I lisped in numbers, for the num- 13. While the bridegroom tarried, they 
bers came. all slumbered and slept. 

fi f they | all 

in numbers, 
f(for) 13. 

numbers | the 



12 



lisped 



slumbered ) 

(and) V 

slept. ) 



' bridegroom | the 
tarried, | While 



came. 



14. Study nature, whose laws and phenomena are all deeply interesting. 

f [you] 



14. 



Study | nature, 



f laws 



all 



(and) \ 

phenomena ) ( whose 

are » interesting. | deeply 



58 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



15. 



15. 



17. 



17. 



Its qualities exist, since they are 16. 
known, and are known because 

they exist. 

' qualities | Its 

f (since) 
exist, | j they 

[ are known, 16. 

(and) 
r [they] [ (because) 

they 
^ are known | [ exist. 



At ten o'clock, my task being 
finished, I went down to the 



river. 



(my 
(task -l 

( being finished, 



r I f down 

went < to river. | the 



( At ten | o'clock, 
"Task" is nom. absol. with "being fin- 
ished." "My task being finished" is an in- 
dependent element. When expanded it 
will modify "went" denoting "time." 
" O'clock," expanded, is "of the clock." 

Some say, that ever 'gainst that season comes 

Wherein our Savior's birth is celebrated, 

This bird of warning singeth all night long : 

And then no spirit dares stir abroad ; 

The nights are wholesome : then no planets strike, 

No fairy takes, nor witch hath power to charm, 

So hallowed and so gracious is the time. — Shakspeare. 

[persons] | Some 
' [(that) 
say, | [ This 

bird < 

( of warning 

ever ( all 

[through] night < 
singeth \ [ long : 

[ that 
season -j [ birth | Savior's | our 

I [is celebrated, | Wherein 
comes | 'gainst 
(And) 
spirit | no 

( abroad ; 
dares | [to] stir < 

( then 
[(and)] 
' nights | The 

are ■» wholesome: 
([and)] 
planets | no 



strike, 



and]) 
fairy | No 

takes 



(nor) 
witch 

k hath | power | to charm, 



then 
'([because]) 
time. I the 



is mt hallowed | So 

(and) 

[is] h gracious | so 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



59 



17. This sentence is taken from Hamlet, Act I, Scene 1. Eead it in its con- 
nections. " Wherein" is a conjunctive adverb, mod. "is celebrated" and connecting 
the subordinate sent, to "season." From its resemblance in use to a relative, it 
may be called a relative conjunctive adverb. It is not unfrequent that the conjunc- 
tive adverb connects a sentence to a noun. " ' Gainst" is used for " against." It 
is a conjunctive adverb. We have a similar use of the word in such sentences 
as: "I will be there against you are. I have thought it best to supply " be. 
cause" before the last clause. Another view, quite plausible, would be that 
" The time is so hallowed and so gracious [that] no planets strike, no fairy takes" etc. 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 165. (REV. ED., p. 184.) 

1. Csesar having crossed the Rubicon, Pompey prepared for battle. 

(Caesar | having crossed | Rubicon, | the) 

1. Pompey 1. " Cwsar having crossed the 

Rubicon " logically denotes 
prepared | for battle. the cause of "prepared." 

2. Having accumulated a large fortune, he retired from business. 

he | Having accumulated [ fortune, < 

{ large 
retired | from business. 

Being but dust, be humble and wise. 

[you] | Being m dust, 

(but 

be — humble 

(and) 3. "But" is a modal adverb 

. [be] ■■ wise. modifying " being." 

4. Judging from his dress, I should pronounce him an artisan. 

I | Judging | from dress, | his 

4 

should pronounce | [to be] » artisan. | an 

(|__him 

5. I believe him to be an honest man. 
I 



5. 



an 



believe | to be — man. <J 

([ him (honest 



There is no hope of his recovering his health. 

(There) 

( no 
6. hope < ( his 

( of recovering < 
Js { health. | his 

There is no prospect of the storm's abating, 
f (There) 

{no 
of abating. | storm's | the 
is 



60 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



8. Having been detained by this accident, he lost the opportunity of seeing 
them. 

he | Having been detained | by accident, f this 

(the 
lost | opportunity I 

( of seeing | them. 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 168. (REV. ED., p. 187.) 
1. Hypocrisy is a sort of homage that vice pays to virtue. 



' Hypocrisy 



1. 



is «■ sort ■> 



of homage 1. " That" agrees with its antecedent 

' vice " sort" and not " homage." Many students 

( to virtue. make a mistake on this and similar points. 

pays^ 
^ F J [ that 



2. The gods have set a price on every real and noble pleasure. 

2. 



r gods | The 

f price | a 
have set | f every 

J on pleasure. < real 
[ I (and) 

(^ noble 



3. He was a very young boy; quite a little child. 



3. 



fHe 
was — boy ; - 



young | very 

child J 

(little | quite 



3. " Child " is in apposition 
with " boy" 



4. It has all the contortions of the 5. " Well, what is it?" said my lady 



sibyl, without the inspiration. 



fit 



has* 



fall 
the 
r contortions * 

of sibyl, | the 

without inspiration. | the 



5. 



Brook. 

fmy 
lady < 

Brook. 
' (Well,) 
it? 
said 



v is m what 

6. Suddenly the watch gave the alarm of "A sail ahead I " 
watch | the 



6. 



( suddenly 
gave < ( the 

I alarm < 

[ of " A sail ahead ! " 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



61 



7. He saw a star shoot from heaven, and glittering in its fall, vanish upon 
the earth. 



fHe 



saw^ 



' [to] shoot 

(and) 
[to] vanish 



| from heaven, 
fa 
star < glittering | in fall, | its 

| upon earth. | the 



{trom heaven, 
[_star | a 
^saw{ (and) 

{(_ [it] | glittering | in fall, | its 
upon earth, j the 



8. Sweet are thy murmurs, stream ! 9. Their slumbers are sound, and 

their wakings cheerful. 



— Ossian. 
(0) (stream !) 
8. murmurs, | thy 
are « Sweet 



slumbers | Their 

are w» sound, 
\ (and) 
wakings | their 

[are] ■■ cheerful. 



10. We one day descried some shapeless object floating at a distance. 
fWe 



10. 



descried 



[on] day | one 

{some 
shapeless 
floating | at distance. | a 



11. And behold there came a voice 12. I passed the house many succes- 
unto him, and said, What dost sive days. 



thou here, Elijah ? — Bible. 
'(And) (behold) (there) 
voice | a 

came I unto him, 
(and) [(Elijah?) 

thou 

said, | ( What 

[ dost < 

here, 



(I 



12. 



{house | the 
[many 
[on] days. 4 

{ successive 



12. There is no necessity for supply- 
ing "by" before "house." 



13. He wore an ample cloak of black sheep's wool, which, having faded into a 
dull brown, had been refreshed by an enormous patch of the original 
color. His countenance was that of the faded part of his cloak. — Bryant. 



62 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



(1) 



13. 



He 

an 

ample 
wore | cloak \ of wool, j sheep's | black (a 

which; j having faded | into brown, \ 

(dull 
f an 
had been refreshed | by patch -J enormous 

(the 
( of color. < 

[ original 

countenance | His 
(2.) ( that 

k was ™ [color] < ( the 

( of part < faded 

( of cloak. | his 

14. The line which bisects the verticle angle of a triangle, divides the base into 
segments proportional to the adjacent sides. 

fThe 
line -l ( which f the 

[ [bisects | angle ] vertical 

( of triangle, | a 

( base | the 
divides -l ( the 



( into segments | proportional | to sides. 



15. He is so good, he is good for nothing. 

(He (so 

15. ] ((that) 

is » good, 

' he 



( adjacent 



(^ ^is wm good | for nothing. 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 169. (REV. ED., p. 188.) 

16. The clouds are divided in heaven : over the green hills flies the inconstant 
sun : red, through the stony vale, comes down the stream of the hills. — Ossian. 
(The 



(1.) 



' clouds < 

( in heaven 

are divided 

16. f The 

' sun : J 

(2.) 



(3.) 



I inconstant 



[the 

stream < of hills. | the 
( red, 

(down 
comes < ( the 

( through vale, < 

( stony 



flies | over hills 



the 



green 



17. The accusing angel flew up to Heaven's chancery with the oath, and 
blushed as he gave it in. And the recording angel, as he wrote it down, dropped a 
tear on the word, and blotted it out forever. — Sterne. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



6S 



[The 
' angel \ 

\ accusing 

new < to chancery | heaven's 

( with oath, | the 
(and) The 

fas 
blushed | [ gave -j it 
(And) I in. 

(the 
' angel, < 

( recording 
f tear | a 
dropped ■{ on word, | the 
he 

( as 
, wrote j i^~ 
(and) [ ( down, 

fit 
blotted < out 

( forever. 

18. In the awful mystery of human life, it is a consolation sometimes to believe 
that our mistakes, perhaps even our sins, are permitted to be instruments 
of our education for immortality. 

(that) 
mistakes, | our 



18. 



(it) 
to believe 



are permitted | to be«nstruments | of education* 



our 



for immortality. 



_([and]) 

[that] 
sins, | our 

{perhaps 
even 
etc. 
(the 
[ In mystery < awful 
is ■■ consolation | a (of life, | human 

[ sometimes 

19. Even if his creditors had been uniformly indulgent, the position of the 
nobles and leading citizens, thus subjected to a constant, but secret superintend- 
ence, would have been too galling to be tolerated. — Motley. 



19. 



position 



the 

of nobles | the 

1 


| subjected 


thus 

to superintendence * 


(and) 
[of] citizens, | leading 
1 




rtoo 

e been ■■ galling < 


*- 


a 

constant 

(but) 

secret 



to be tolerated. 
{ (Even if) 
criticisms | his 
had been » indulgent, | uniformly 



64 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



<t> o p 
P ct> o , 

^ * --^ 

I— ■ p <* «-. 

® p s £* 

S,p <L - 

.So 
- g erg: 
w P 3 ? 

5 * s i 

P 2 § 

a* "'cm s- 
Ob -- ^ 

O P JB 5- 

p. S 2 ~ 



bO 



to 



to 

o 



8 




GRAMMATICAL DIAGRAMS AND ANALYSES. 



65 



22. It is, therefore, a certain and a very curious fact, that the representative, 
at this time, of any great whig family, who probably imagines that he is treading 
in the footsteps of his forefathers, in reality, while adhering to their party names, 
is acting against almost every one of their party principles. — Lord Mahon. 

(It) f the ( the 

r (that) . at time, | this ( any * < 

of family, < great ( of forefathers, | his 
( whig 



22. 



23. 



23. 



representative, - 



who f probably 



v imagines 



' (that) 
he 
is treading | in footsteps* 



is acting 



-.[fact] j a , . 
L J ( certain 



' in reality, 

' [he] f while 

k [is] adhering < 

( to names, | party | their 

f every | almost 
against [principle] -< one f their 

( of principles. < 

[ party 




therefore, 



Rivers will always have one shingly shore to play over, where they may be 
shallow, and foolish, and childlike; and another steep shore, under 
which they can pause, and purify themselves, and get their strength of 
waves fully together for due occasion. — Huskin. 

one 

shingly 

to play | over, 

they 

may be » shallow, 



Rivers 
will have 



always 
shore, 
(and) 



\ 



(and) \ 

[may be] •■ foolish, 

(and) 



where 



shore 



[may be] ■- childlike ; 

another 
steep 

they 

can pause, 

(and^ ] , 

[can] purify | themselves, 
(and) I 



.[can] get- 



5 



f their 
strength < 

[ of waves 
together | fully 
for occasion. I due 



| under which 



66 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



24. I seem to have been only like a boy playing on the sea-shore, and diverting 
myself in now and then finding a smoother pebble or a prettier shell than ordi- 
nary, whilst the great ocean of truth lay all undiscovered before me. — Newton. 

(1 



24. 



seem ■■ to have been «• like boy* 
(only 



playing on sea-shore, | the 



and 

( myself 
diverting < 

( in finding 



24. I present this as one only of 
several ways in which this sentence 
may be viewed. 

25. 



[than]) 

pebbles] | [ordinary] 

are ■■ smooth] 



now 

(and) 

then 

fa 
pebble < smoother | 

or 

fa f (than) 

shell < prettier | [shells] | ordinary, 
( [ [are H pretty] 

(the 
ocean < great 

( of truth 

lay ma undiscovered | all 
whilst 
before me. 



26. 



We're nettles, some of us, 
And give offense by the act of springing up. — Browning. 

( some 
We | [persons] -< 

( of us, 
25. are — nettles, 
(and) 

{offense 
(the 
by act -l 

{ of springing | up. 

The twilight deepened around us. Still and black 
The great woods climbed the mountain at our back. 

f twilight | The 



(1) 



26. 



(2) 



deepened | around us. 

[The 
I great 
woods ■{ Still 
I and 
[ black 

(the 
k climbed | mountain < 

[ at back. | out 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



67 



27. 



May God forgive the child of dust 

Who seeks to know where Faith should trust- 



Whittier. 



(God fthe 

27. of dust 

(may forgive | child -j [Who; f 
I (seeks \ 



to know 
r Faith 
( should trust. | where 



27. The clause "where Faith should trust" is erroneously considered by some 

as an objective element, modifying " to know.' 1 A careful study of the 
sentence will convince any one that it is adverbial. 

SENTENCES FKOM HARVEY'S GEAMMAE, PAGE 170. (EEV. ED., p. 189.) 

28. Better far 

Pursue a frivolous trade by serious means, 
Than a sublime art frivolously. 
fa 
( trade ( frivolous 
[to] Pursue < 

( by means, | serious 



28. 



29. 



is ■■ Better 



(1) 



29. 



(2.) 



he 



f far (a 

( (Than) f art { sublime 

f [to pursue] < 
(is ™ good ( frivolously. 

With grave 

Aspect he rose, and in his rising seemed 

A pillar of state; deep on his front engraven, 

Deliberation sat, and public care ; 

And princely counsel in his face yet shone, 

Majestic, though in ruin. — Milton. 



rose, | With Aspect | grave 

(and) 

seemed 



[to be]««pillar < 

({ of state; 
in rising | his 



' Deliberation 1 ( deep(ly) 

(and) V engraven, ■< 
care ; J | public { on front | his 

sat, 

(And) 
council J princely 

(yet (his 

inface j Majestic, 

(though) 
fit] 
k [was] ■■ in ruin. 



68 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



30. 



30. 



we | Pleased - 



Summer's dun cloud, that, slowly rising, holds 

The sweeping tempest in its rising folds, 

Though o'er the ridges of its thundering breast, 

The King of Terrors lifts his lightning crest, 

Pleased we behold, when those dark folds we find 

Fringed with the golden light that glows behind. — Pierpont. 

(Though) 
(the 

Kind 

(of Terrors 

(his 
crest, < 
lifts - ( lightning 

f the ( its 

o'er ridges •< < 

(of breast, (thundering 
we 

find -! [to be] Fringed* 
I when 

Summer's 
dun 

[that, | rising, | slowly 
f f the 

holds-! tempest < 

( sweeping 
fits 
in folds, < 

( rising 

f those 
[_Jolds i 

( dark 
the 
with light -[ golden 
f that 

[glows I behind. 



k behold, | cloud, - 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



69 



31. 



31. 



Near yonder copse, where once the garden smiled, 

And still where many a garden flower grows wild, 

There, where a few torn shrubs the place disclose, 

The village preacher's modest mansion rose. 

A man he was to all the country dear, 

And passing rich with forty pounds a year. — Goldsmith. 

(The 
( preacher's < 
mansion < (village 

( modest 

f yonder 



rose. 



Near copse, - 



There, 



garden | the 

[once 
smiled, < 

| where 

(And) 

f many a 
'flower -j 

( garden 

( [to be] « wild 
grows < still 
j where 



' shrubs -j few 
(torn 



k disclose, 



place | the 
where 



he 



was mm man * 



(A fall 

dear, J to country < 
(And) ( the 



rich 



{passing 
with pounds | forty | [in] year. | a 



70 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



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GRAMMATICAL DIAGRAMS AND ANALYSES. 



71 



33. 




33. 



When Freedom, from her mountain height, 

Unfurled her standard to the air, 
She tore the azure robe of night 

And set the stars of glory there. 
She mingled with its gorgeous dyes 
The milky baldric of the skies, 
And striped its pure, celestial white, 
With streakings of the morning light. — Drake. 



[the 
robe ■< azure 

( of night, ( Freedom 

standard J her 
[ Unfurled \ to air, J the 

{her 
mountain 



[the 
( stars < 
\ there. ( of glory 



fShe 
mingled 



fits 
with dyes < 

[ gorgeous 
[The 
k baldric < milky 

(of skies, | the 



(And) [its 

f white, •< pure, 
striped -I ( celestial 

(the 
[ With streakings | of light. *! 

( morning 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 178. (REV. ED., p. 198.) 

2. The parting words shall pass my 
lips no more. 
[The 
words < 
2. ( parting 

[ lips | my 
shall pass^ 

( more. J no 

4. They have left unstained what there they 

found. 
They 



1. We will rear new homes. 
'We 
will rear | homes. | new 



1. 



3. 


I said that at sea all is 


3. 


vacar 
I 

said | 

i. 


icy. 

' (that) 

[ all 4. 

[space] < 

{ at sea 
L is «■ vacancy. 



have left | [to be] ■■ unstained 

{they 



<L 



thing 



found, 



T there 



i 



which 



5. Bring forth this counterfeit model. 

.[you] 

[ forth 
5. Bring < ( this 

( model. < 

[ counterfeit 



6. Mad frenzy fires him now. 
frenzy | Mad 



6.1 



{him 
now. 



72 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



8. Thou hast left no son — but thy 
song shall preserve thy name. 
fThou 



hast left | son — | no 

(but) 
song | thy 



shall preserve | name. | thy 

9. His disciples said, Who, then, can 
be saved ? 
disciples | His 

f (then,) 
said, | -j Who, 

( can be saved ? 



Reading makes a full man, con- 
ference a ready man, and writ- 
ing an exact man. 
f Reading 

fa 
makes | man, < 

(full 
(and) 
conference 

fa 
fc [makes] | man, < 

[ ready 
(and) 
writing 

{an 
. 
exact 

10. I was forbidden the premises. 
fl 

10. 

was forbidden | [of] premises. | the 

11. They were debarred the privilege of walking in the park. 
fThey 

11. f the 
^ were debarred | [from] privilege -< 

( of walking | in park. | the 

12. " But what good came of it at last ?" 

Quoth little Peterkin. 

"Why, that I can not tell," said he ; 
" But 't was a famous victory." — Southey. 
Peterkin. | little 
(1.) f(But) 

Quoth | good | what 
fof it 
camej 

I at last ? 
12. 

fhe; f f(Why,) 

I (not 

(2.) [can tell A 

said I (But) ( [thing] that 

it fa 

was m victory. < 

{ famous 

SENTENCES FROM HARVEY'S GRAMMAR, PAGE 182. (REV. ED., p. 204.) 

1. The hand that governs in April, 2. I perish by this people which I 
governed in January. made. 



f The 
hand < f*hat 

( [ governs | in April, 

governed J in January. 



2. 



fl 

f this 
^ perish | by people < ( I 



made I which 



GRAMMATICAL DIAGRAMS AND ANALYSES. 73 



3. Many a man shall envy him who henceforth limps. 
' man | Many a 

shall envy | him | 



3. 



/who 

(limps, f henceforth 



4. I venerate the man whose heart is 5. Your sorrows are our gladness, 
warm. 

4. ( I ( the . f sorrows | Your 

[ venerate | man < [ heart | whose 5. j 

I I is - warmT I are - gladness, j our 

6. The blooming morning opened her dewy eyes. 

(The 
' morning < 

( blooming 



opened | eyes. | < 



( her 

dewy 



7. Men are like birds that build their nests in trees that hang over rivers. 
Men f that 



I " ( nests | their 



are «■ like birds | [ build -< f that 

(in trees | 

[ hang | over rivers. 

7. " Like birds" is an attribute of the second class, " like" being a preposition. 

8. He was followed by another worthless rogue, who flung away his modesty 

instead of his ignorance. 



fHe 
8. | 

I was followed | by rogue, 



r another 
worthless 
who 

{away 
modesty | his 
instead of ignorance. | his 



9. A bird is placed in a bell-glass, A, which stands over the mercury. 

f bird | A fa 

9. A, 

(^ is placed | in bell-glass, ■( f which 



I 



stands | over mercury, j the 



10. • Remorseless Time ! 

Fierce spirit of the glass and scythe ! What power 
Can stay him in his silent course or melt 
His iron heart to pity ? — Prentice. 



74 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



' (Time ! | Kemorseless) 
(spirit 



10. 



r Fierce 
of glass j the 

(and) 
[of] scythe!; 



power 



What 

4 

f him 



can stay 
(or) 



in course, 



(His 
( silent 



11. 



(his 

{heart < 
{ iron 
to pity? 

" Banished from Rome ! " what's banished, but set free 
From daily contact of the things I loathe? 
" Tried and Convicted traitor ! " Who says this ? 
Who'll prove it, at his peril, on my head ? — Groly. 
(Banished | from Eome!) 

![to be] banished, 
( daily 
is™what | but [to be]set—free | From contact <{ 

( of things 



11. 



(2 



*(; 



( Tried \ 
(traitor ! < and J 

( convicted/ 
Who 
says | [thing] this? 

[Who 

< 3 -> . \^ . , 

[ will prove < at peril, | his 

( on head ? | my 

SENTENCES FROM HARVEY'S GRAMMAR, pp. 185-186 

1. His spirit was so bird-like and so 
pure. 

' spirit J His 



the 
[loathe?j [which] 



was-bird-like | so 

(and) 
[was] <m pure. | so 

This life of ours is a wild iEolian 

harp of many a joyous strain. 

(This 
lifej 

(of ours 
fa 
is m» harp < wild 

j iEolian ( many a 
[of strain. -| 

(joyous 



(REV. ED., p. 207.) 

2. Dim, cheerless, is the scene my 
path around. 

(the 
scene < 

{ around, j path j my 
is am Dim, 
([and]) 
[is] — cheerless, 

4. Every tree-top has its shadow, 
(tree-top | Every 

[ has [ shadow. | its 

5. With fleecy clouds the sky is 

blanched, 
'sky | the 

is blanched. ] With clouds j fleecy 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



75 



6. Still stands the forest primeval. 

[the 
forest < 

( primeval. 

stands I Still 



7. 



7. 'Tis impious in a good man to be sad. 
f (It) 

to be ■■ sad. 



is™ impious | in man 



good 



8. To hope the best is pious, brave, 
and wise. 

fthe 
' To hope | [for] [things] 



8. 



10. 



10. 



11. 



best 



is ■■ pious, 

([and]) 
[is] m brave, 

([and]) 
[is] mt wise. 



9. Time wasted is existence; used, 
is life. 

(Time I wasted 
is ■■ existence ; 
9. 

r [time] used, 

(2.) 

is ■■ life. 



Thoughts shut up, want air, 
And spoil, like bales unopened to the sun. 

' Thoughts | shut | up, 

want | air, "Shut" is a passive parti- 

( And) ciple, having the construction 

spoil, | like bales | unopened | to sun. | the of an adj., limiting "thoughts." 

Tell me not in mournful numbers, 
Life is but an empty dream. 



11. 



12. 



12. 



f [you] 

[to] me 
not 
Tell \ in numbers, | mournful 
[([that]) 
Life 

fan 
is mi dream. < 

(but ( empty 

Pray for the living, in whose breast 
The struggle between right and wrong 
Is raging terrible and strong. 



'[you] 

__ Pray | for [persons] • 



13. 



fthe [The 

living, between right 

' struggle -) (and) 

[between] wrong 
terrible 
(and) 
strong. 
Is raging f in breast | whose 

Petulant she spoke, and at herself she laughed ; 
A rose-bud set with little willful thorns, 
And sweet as English air could make her. 



76 



GRA MM A TIC A L DIA GRA MS A ND ANAL YSES. 



13. 



14. 



14. 



15. 



she 



rose-bud < ( little 

(And) ( set | with thorns, 
sweet I 



hills 



r air | English ( willful 

fas 
could make \ ~~ 

( [to be] ■■ [sweet] 
spoke, Petulant(ly) 7[__her. 

(and) 
she 

laughed; | at herself 

The hills are dearest which our childish feet 
Have climbed the earliest, and the streams most sweet 
Are ever those at which our young lips drank, 
Stoop' d to their waters o'er the grassy bank. 

[The 

four 
ills-/ ffeet^ 

( childish 

f which 
Have climbed < 

(earliest, | the 
are ■* dearest 

(and) 

(the 
streams < 

(sweet | most 

[ our 
' those J young ( to waters | their 
f lips ^f Stooped -j (the 

Are m [streams] \ \ (o'er bank. < 

(ever ( drank, | at which ( grassy 

Sometimes her narrow kitchen walls 
Stretched away into stately halls. — Whittier. 

( her 
walls < narrow 
( kitchen 
15. ( Sometimes 

Stretched < away 

( into halls. | stately 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



77 



SENTENCES FKOM HARVEY'S GRAMMAR 


PAGE 187. (REV. ED., p. 209.) 


1. 


Thus many a sad to-morrow came 
and went. 


2. 


Return, beautiful days of 
youth. 


1. 


[many a 
to-morrow \ 

(sad 
came ) 
(and) V Thus 
k went. J 


2. 


' (0) 
/ ( beautiful \ 
days^ 1 
\ (of youth. / 

[ye] 

Return, 


3. 


I alone was solitary and idle. 


4. 


This well deserves meditating. 




I | alone 




' [subject] | This 


3. 


was tm solitary 

(and) 
k [was] w idle. 


4. 


( well 
deserves < 

{ meditating. 


5. 


At an early hour, arrive the dili- 
gences. 


6. 


He waved his arm. 


5. 


diligences. | the 

fan 

arrive | At hour, \ 

( early 


N 


He 

waved | arm. | his 


7. 
7. 


Every 
nati 

creati 
has - 


rational creature has all 
ire for his dowry and estate. 

( Every 
ire-j 

( rational 
nature | all 
for dowry | his 
(and) 
^ [for] estate. 


8. 
8. 
9. 
9. 


The present needs us. 
r present | The 

^ needs | us. 

The jury were not unanimous. 
r jury | The 

^ were m unanimous, 
(not 


10. 


Generation after generation passes 
away. 


11. 


The public are respectfully invited 
to attend. 




Gene 1 


cation | after generation 




public | The ' 



10. 



^passes | away. 



11. j | respectfully 

[ are invited < 

to attend. 



12. Every age 

Bequeathes the next for heritage, 
No lazy luxury or delight. 

[the 
' age | every { [to age] < 
12. ( next 

for heritage, 



13. 



13. 



Bequeaths ] 



luxury 

or 
delight. 




There's not a beggar in the street 
Makes such a sorry sight. 

f (There) 

a 
beggar J ( [that] [ such 

I Makes | sight ] a 

( sorry 

's | in street J the 
— (not 



78 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



14. 



15. 



fHe | 



14. 



He that attends to his interior self, 

That has a heart, and keeps it — has a mind 

That hungers and supplies it, and who seeks 

A social, not a dissipated life, 

Has business. 

that 

(his 

^ attends | to self, < 

[(and)] ( interior 

f That 



has | heart, | a 

(and) 
keeps | it — 

(and) ( a 
has | mind < ( That 

(and) ( [ h un gers 
supplies | it. 
(and) 
f who r a 

seeks | [life] -j 
(and) ( social 



( not ( a 



has 



[seeks] < life, 

( ( dissipated 

business. 



(1.) 



(2.) 
15. 

(3.) 



Between Nose and Eyes a strange contest arose. 

The spectacles set them unhappily wrong; 
The point in dispute was, as all the world knows, 

To which the said spectacles ought to belong. — Cowper. 

fa 
contest < 

( strange 

{Between Nose 
(and) 
[between] Eyes 

spectacles | The 

set | [to be] — wrong ; | unhappily 
( | them 

[the 
' spectacles < 

(said 

ought | to belong. | To which 

(The 
was, ■■ point < 

( in dispute 
(all 
world < 

I the 
knows, J as 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



79 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 190. (REV. ED., p. 212.) 



To give an affront, or to take one 
tamely, is no mark of a great 
mind. 

To give | affront, [ an 

(or) ( [affront] | one 
to take < 

( tamely, 



is 



(no 
mark ■< fa 

( of mind. -< 

( great 



3. To reveal secrets, or betray one's 
friends, is contemptible perfidy. 



3. 



7. 



' To reveal | secrets, 

(or) 
to betray | friends,[person's] one 
is tm perfidy. | contemptible 

Hatred or revenge deserves cen- 
sure. 

f Hatred 
(or) 
revenge 
; deserves | censure. 

The vanity, the ambition, or the 
pride of some men keeps them 
always in trouble. 

vanity, . ~) | The 

([or]) }-of men | some 
ambition, | | the 

(or) | 
pride J j the 

( them 
keeps < always 

( in trouble. 



6. 



Neither he nor she has spoken 
to him. 



fhe 
(Neither-nor) 
she 
has spoken | to him. 



Either ability or inclination was 
wanting. 

ability 
(Either-or) 
inclination 
was ■> wanting. 



6. Neither poverty nor riches is de- 
sirable. 



poverty 
(Neither — nor) 
riches 

desirable. 



is 



Emma or Jane has lost her dic- 
tionary. 



Emma 

(or) 
Jane 
has lost | dictionary. | her 



9. 



The breezy call of incense-breathing morn, 

The swallow twittering from the straw-built shed, 

The cock's shrill clarion, or the echoing horn, 

No more shall rouse them from their lowly bed. — Gray. 



80 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



10. 



(The 
call -< breezy 

( of morn, I incense-breathing 
([or]) 

[The 
swallow -j ( the 

( twittering | from shed, < 
([or]) (straw-built 

f cock's | The 
clarion, < 

i shrill 
(or) 

[the 
horn, < 

( echoing 



f more | No 
[ shall rouse < them f their 

( from bed. < 

| lowly 

From the high host 

Of stars to the lulled lake, and mountain coast, 

All is concentered in a life intense, 

Where not a beam, nor air, nor leaf is lost. — Byron. 

fAll ("the 

" From host < high 

(of stars 



' [existence] 



10. 



[extending] j tolake> J the 

a 
I [to 



I lom ^> j lulled 



and 
] coast, | mountain 

| intense, 
is concentered | in life -j f beam, | a | Not 

(nor) 
air, 
(nor) 
leaf 
is lost. | Where 

10. In this sentence we have another example of a sentence introduced by a 
conjunctive adverb and modifying a noun. 



11. 



(1) 
11. 



f Time, 
(nor) 
Eternity, 



Time, nor Eternity, hath seen 

A repetition of delight 
In all its phases; ne'er hath been 
For men or angels that which is.* 

( that 
[thing] J f which 



(A 



hath seen | repetition < of delight ( all 

( In phases ; *j 

(its 



(2) 



t 



is. 



( ne'er 
hath been \ For men 
(or) 
[for] angels 






GRAMMATICAL DIAGRAMS AND ANALYSES. 



81 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 191-2. (REV. ED., p. 214.) 

1. To do right, is to do that which is ordered to be done. 
To do | right, 



1, 



is — to do | [thing] < 



( that 



which 
. is ordered J to be done. 



2. To die is to be banished from myself, 
f To die 



2. 



is ■- to be banished | from myself. 



3. To do justice and judgment is more acceptable to the Lord than sacrifice. 



3. 



f justice 
To do \ l (and) 

( judgment 

(more 



' [than) 
sacrifice, 
[is «a acceptable] 



( to Lord | the 

It is our duty to try, and our de- 
termination to succeed. 

f(It) 
to try, 

is mb duty | our 

(and) 
to succeed, 
is ■■ determination | our 



5. He had dared to think for himself. 

fHe 
5. 

had dared | to think | for himself. 

6. She shall rejoice in time to come. 
'She 



6. 



shall rejoice | in time | to come. 



7. 



It is the curse of kings to be attended 

By slaves that take their humors for a warrant 

To break within the bloody house of life, 

And on the winking of authority, 

To understand a law. — Shakspeare. 



f(It 
to be attended | By slaves | 
(the 



that 



take 



{humors | their 
for warrant* 



is ■■ curse 



of kings 



( a | the 

* \ To break | within house < Hoody 
(And) (oi life, 

{law. | a 
f the 
on winking < 

( of authority, 



82 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



8. 



Have ye brave sons ? Look in the next fierce brawl 
To see them die. Have ye fair daughters ? Look 
To see them live, torn from your arms, distained, 
Dishonored, and if ye dare call for justice, 
Be answered by the lash. — Mitford. 



(1) 
(3.) 



f[ye] (the 

iin brawl < next 
( fierce 
To see | [to] die. | them 



(4.) 1 



Ye 

have | sons? | brave (2. 

ye 

Have | daughters ? | fair 

f[ye] 

( torn | from arms, | your 

Look | To see | [to] live, | | them < distained, 

(and) ( dishonored, 

( by lash. | the 



Be answered < 



(4.) 5 



[(if) 

ye 

dare | [to] call | for justice, 

' [ye] f torn | from arms, | your 

' To see | [to] live, | | them < distained, 

( dishonored, 
Look -l (and) 



[to] Be answered 



f by lash. I the 
< Kii 






1. 
1. 

2. 
3. 



(if) 

ye 

dare | [to] call | for justice. 

2. I can not see to spin my flax. 

(I 

( not 
can see < 

( to spin | flax. | my 



2. 



5. 
5. 



I come not here to talk. 

(I 

(not 
come < here 

( to talk. 

" To spin" is an adverbial element, modifying " can see." 

In sooth deceit maketh no mortal gay. 

r deceit 

f [to be] m gay. 
maketh^ ([__ | mortal | no 

% I In sooth 

I saw along the winter snow a spectral column pour. 

I [the 

4. f along snow < 

saw < ( winter 

fa 

. [to] pour. | | column < 

[ spectral 

Let the great world spin forever down the ringing grooves of change. 

' [you] i the 

f I world < 

Let | [to] spin < { great 

forever ( the 

[ down grooves ■< of change. 
( ringing 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



83 



6. He lived to die, and died to live. 



(He 
lived | to die, 

(and) 
died | to live. 



It is a brave thing to understand something of what we see. 

f(It) 

[the 
to understand | something | of things < f we 

( [see. | which 
[a 
is - thing | -l 

[ brave 



8. It is better to fight for the good than rail at the ill. 

f (It) 

to fight | for good | the 

f (than) 
is — better | | to rail | at ill. | the 
[ [is - good] 



9. 



Let us be content in work, 
To do the thing we can, and not presume 
To fret because it's little. 



( [yo< 

Let 



10. 



day 



10. 



f in work, f the 

[to] be — content k to do | thing < we 

(I us ( ( can, [do] [which] 

(and) ( not f (because) 

. [to] presume 1 j it 

( to fret | [ is « little. 

One day with life and heart, 

Is more than time enough to find a world. 

One 
with life 

(and) 
[with] heart, 



11. 



11. 



( (than) 
is [time] | more | < time | enough | to find | world. | a 

Needful auxiliars are our friends, to give 
To social man true relish of himself. 

friends, | our 

( To man | social 

k are ■> auxiliars | Needful | to give -l ( true 

[ relish < 

( of himself. 



84 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



12. 



12. 



Learn well to know how much need not be known, 
And what that knowledge which impairs your sense. 



' l> ou ] 
Learn 



well 

to know 



' [knowledge] | much | how 

{not 
[to] be known, 
(And) 

that 



knowledge 



. [is] «■ what 



' which 
impairs | sense. | your 



13. 



13. 



Let him not violate kind nature's laws, 
But own man born to live as well as die. 

[you] 

( not f I him 

Let-j [to] violate < 

( laws | nature's | kind 
(But) ( | man 



[to] own | [to be] born 



to live 



As well as" is a conjunctive adverb. 



[he] 

J to die. 

[ [is born] \ 

I as well as 



14. 



14. 



15, 



(1) 



15. 

(2.) 



The blood more stirs 
To rouse a lion than to start a hare. 

' To rouse | lion | a 
blood | the 

f (than) 
stirs -I to start | hare. | a 

more | 

[ [stirs] etc. 

He that lacks time to mourn lacks time to mend. 
Eternity moUrns that. 

that 



He 



lacks | time | to mourn 
lacks | time | to mend. 

(Eternity 
mourns | [fact] | that. 
SENTENCES FROM HARVEY'S GRAMMAR, PAGE 222. (REV. ED., p. 228.) 



1. He has been ill since November. 

'He "Since November" is an adverbial ele- 

1. ment of the 2nd class, modifying the 

has been -■ill | since November. entire simple predicate " has been ill." 

" Since" is a preposition. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



85 



I will go, provided he sends for 3. Can you not still this noise ? 

me. 
I 

' (provided) 3. 

will go, | he 

sends | for me. 



you 

{not 
noise? | this 



4. 
4. 

6. 

6. 
7. 
7. 

8. 



The rain still continues, 
rain | The 

continues. I still 



5. The before-mentioned facts are before you. 

(The 
' facts \ before-mentioned 

are ■§ before you. 



Does he live anywhere in Ohio ? 
he • 

Does live | anywhere | in Ohio ? 
This boy is full ten years old. 
boy | This 

is mm old. | [to number of] years | ten | full 

I never saw a saw saw a saw as that saw saws a saw. 

I 

saw J a 



3. 



saw 



never 



[to] saw 



saw | a 
saw | that 

{saw. | a 
as 



What with the bread, and what 
with the water, he sustained 
himself for several weeks, 
he 10. 

f himself 
for weeks. | several 
what | with bread, the 
and 
[ what | with water, | the 



10. Give me such as I bargained fori 
and as much as I bargained for. 

f[you] 

( [to] me ( such 
[ Give { [quality] i (I 

(and) ( [ bargained J for as 



[material] ■{ [ I 



{much I as 
[ bargainedjforas 



11. 
11. 
13. 



What, then, could be done? 

(then,) 

What, 

could be done? 



12. He has come round. 
(He 



12. 



has come | round. 



That man purchased a round of beef. 
( man | That 

13. r a 

purchased | round < 

[ of beef. 



86 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



14. The weight of this box is forty 15. The stars are out by twos and 
pounds. threes. 

[The 
' weight «j •• 15. 

14. ( of box | this 
{ is «■ pounds. | forty 

15. " By twos and [by] threes" modifies the whole simple predicate "are out. 1 ' 
" Out " is a predicate adjective. 



' stars | The 

( by twos 
are ■■ out ■< (and) 

( [by] threes. 



16. Whether is greater, the gold or the temple? 
16. 



( gold j the 
Whether^ (or) 

( temple ? | the 
is — greater, 



16. " Whether" is obsolete interroga- 
tive pronoun. "Gold" and "temple" are 
in apposition with " whether." 



17. Sing unto the Lord, ye saints ot his 
17 



/ f ye 

(0)( saints < 

\ (of his. 



17. "His" is possessive by enallage, 
for " him." " Ye" seems to me to be used 
as an adjective in such expressions as 
Sing | unto Lord, | the "ye saints" "ye men," etc. 

18. No man can come unto me except the Father draws him. 

man | No 

f unto me 

I { (except) 
can come < | Father | the 

( [ draws | him. 

19. He maketh me to lie down in green pastures 

fHe 



18 



19. 



maketh I to lie 



( | me 

< down 

( in pastures. | green 



20. They have promised, yet they do 21, One came, methought, and whis- 
not perform. pered in my ear. 



20. 



They 

have promised, 

(yet) 

they 



21. 



me=I 
thought 



(([that]) 
[person] | One 
came 
(and) 
whispered | in ear. J my 



do perform. | not 

22. He that catches at more than belongs to him, justly deserves to lose what 
he has. 

fthat 

((than) ([the] 



(He | 



22. 



catches | at [things] | more | [thing] < [which] 



. M I I belongs | to him, 
(justly 
deserves < (the 

( to lose | thing -j (he 

( [has. | which 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



87 



23. All this, I heard as one half dead; but answer had I none to words so 
true, save tears for my sins. 

I [All 

f [information] < 

[ this, 

heard \ [one "As" is a preposition, 

[as [person] < equivalent to "in the man- 

23. (but) ( dead ; | half ner of;' 1 or a verb may be 
CI supplied and "as" will be 

{none a conjunctive adverb, thus: 

to words | true, | so I heard as one half dead 

save tears | for sins. | my [hears]. 

24. Dreaming, she knew it was a 25. I have told what, and how true 



24. 



dream. 
' she | Dreaming, 

fit 
knew 



was h dream. | a 
26. He thought only of his subject. 
fHe 



thou art. 

' f[thou] 
[ [art] n what 
25. have told | (and) 

fthou 

[ art. » true | how 
27. The path of glory leads but to 
the grave. 

(The 
' path < 
27. I of glory 

leads J to grave. | the 

(but 

28. Kings will be tyrants from policy when 29. Angling is somewhat like poetry: 

men are apt to be born so. — 

Walton. 



26. 



thought | of subject. | his 
(only 



28. 



subjects are rebels from principle. 

Kings 

will be «■ tyrants | from policy 



29. 



subjects 

are— rebels | from principle. 

(when 



' Angling 

is — like poetry : 
"(somewhat 

[men 

[ are ■» apt | to be born | so. 



30. And the final event to himself has been that, as he rose like a rocket, he 
fell like the stick. — Paine. 



30. 



( (And) 

[the 
event < final 

( to himself 

' (that,) 
has been — he 
fell 



like stick. | the 
as 



fhe < 
{ rose < 



like rocket, | a 

30. The complex subordinate sentence is the attribute of the principal sen- 
tence. 

31. There shall nothing die of all that is the children's of Israel. 
f (There) f all 



31. 



nothing | of [possession] < f that ( the 

shall die [ [ is»[possession] | children's < 

I of Israel. 



88 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



SENTENCES FROM HARVEY'S GRAMMAR, PAGE 223. (REV. ED., p. 229.) 

32. We have just come from Brown and Starr's. 

fWe 

Must 



32. 



[ have come *j ( Brown['s] 

(from [establishment] < (and) 

( Starr's. 
33. Three times seven are twenty-one. 

[ Three f Three 

' times -j f times i 

([of] seven 33 2 | ([°f] [units] | seven 

are n twenty-one. ( are «* [units] | twenty-one. 

seven | [taken] J [to] times | Three 



33 1 



33 ! 



33 4 



k are «■ twenty.one. 

{seven 
[taken] [to number of] times j Three 



34 1 



34 s 



are ■§ [units] | twenty-one. 

34. I paid thirty-seven and a half cents for butter this morning. 

I 

( cents | thirty-seven and a half 
^ paid -< for butter 

( [on] morning. | this 
I 

f cents | thirty-seven 
paid-J and 

( [of cent] | [a] 
for butter 
[on] morning. | this 

35. Wheat is two dollars a bushel. 



35 ] 



35* 



I Wheat 
is [priced] \ 

'Wheat 

w is »■ [worth] 



[at] dollars | two 
[for] bushel. | a 

{[to value of] dollars | two 
[for] bushel. | a 

36. That hill is four miles off 

f hill I That 
36 

is™ off. | [to distance of] miles j four 

37. He ran the train at the rate of forty miles an hour. 

fHe 

( train | the 
n •< f the 



37 1 



< j tne 

( at rate ( of miles | forty | [in] hour. J an 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



89 



38. 



39 
39 



40. 



' He ( train | the 

(the 
ran \ at rate < 

( of miles | forty 
[in] hour. | an 

The more I see of him the better I like him. 
(I 



38 



like^ 



f him 
better | the 



I f more | The 

f [things] \ 
see < (of him. 

([as] 



38. " The," before " better" and "more" seems to be an intensive adverb. 
Let your communication be yea, yea, and nay, nay. 

( [y° u 3 



Let [ [to] be ■» yea, yea, 
(and) 



[to be] ■> nay, nay. 



J | | communications | your 



(He 
hath removed 



40. As far as the east is from the west, so far hath He removed our trans- 

gressions from us. 

transgressions | our 
from us. 
far | so 

east | the 

(As 

is — far \ from west, | the 

41. Therefore, if thine enemy hunger, feed him; if he thirst, give him drink: 

for in so doing, thou shalt heap coals of fire on his head. 

r (Therefore,) 



41. 



[thou] 
feed 



him; 

enemy | thine 
k hunger, 



[and] 
( [thou] 

.give 



' [to] him 
drink : 

f(tf) 
he 

[ thirst, 



(for) 
thou 

{in doing, | so 
coals | of fire 
on head, j his 



41. It is not uncommon that the antecedent of a pronoun comes in the 
subordinate sentence, while the pronoun is in the principal sentence. This is 
nearly always true when the subordinate sentence is placed first. 



90 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



42. It is good for us to be here. 



42. 



' (It) (for) 42. " It " is an expletive introducing the sentence. 

to be m here. "For" is an expletive introducing the infinitive with 

(I us* its objective subject. " Here" is a predicate adjective, 

limiting the subject " us." " Us" is a subjective ele- 

is m good ment, as shown in the diagram. 



(1) 



43 



(2.) 



[thou] 
Consider 



lilies 



the 



43. Consider the lilies of the field, how they grow ; they toil not, neither do 
they spin. 

43. There are various opinions con- 
cerning the first part of this sentence. 
1 -F -fi lrl I fh S° me claim that there is pleonasm in it, 
and that it should read " Consider how the 
lilies of the field grow." It appears more 
satisfactory to me, however, to dispose of 
" lilies " as objective, and " how they grow " 
as adverbial. " Consider the lilies of the 
field as to the manner in which they grow." 



fthey 
[grow; | how- 



fthey 
{ toil | not, 
(neither) 
fthey 
[ do spin. 



44. 



44. 



A little one shall become a thou- 
sand, and a small one a mighty 
nation. 

f A 

[person] < little 

( one 
shall become ■■ thousand, | a 45. 
(and) fa 

f [person] < 

{ small ( a 

shall become-ination. -< 

[ strong 



45. If I forget thee, Jerusalem, let 
my right hand forget her cun- 
ning. 



(0) (Jerusalem,) 

[thou] f my 

f ( hand < 

{ [to] forget -j ( right 

[cunning. | her 



let 



f(H) 
I 

forget | thee, 



46. Hitherto shalt thou come, but no 47, Yet man is born unto trouble, as 



46. 



further, 
thou 

shalt come, | Hitherto 
(but) 
\ [thou] 

[shalt come] | further. | no 



47. 



the sparks fly upward. 

(Yet) 

unto trouble, 
' sparks | the 



man 
is born 



fly 



{as 
upward. 



48. One fault he has; I know but 49. "Madam," said I emphatically, 



(i) 

48. 
(20 



only one. 
he 

has; | fault | One 

I 

know | [fault] | one. 



you are in an error. 



49. 



I 

said 



emphatically, 
[("Madam,") 
"you 
are ■■ in error. 




GRAMMATICAL DIAGRAMS AND ANALYSES. 



91 



50. 



50. 



52. 



52. 



In this case, it will vanish by de- 51. To be a foreigner, was always in 
grees. England a reason *of dislike. 

it ( To be <sa foreigner, | a 

{In case, I this 51. fa 

1 was H reason 1 ? ■,• n 

^ — - ( of dislike, 

by degrees. always 

[in England 

How feeble were the attempts at planting towns, is evident from the nature 
of the tenure by which the lands near the Saco were held. — Bancroft. 

[the 
' attempts < 

(at planting | towns, 
were « feeble | How 

(the 
is ■» evident | from nature < ( the ( the 



(of tenure-! 



( 



lands < 

( near Saco | the 
were held. | by which 



53. 

(1) 

53. 

(2.) 

54. 

(1.) 
54. 

(2.) 
56. 

(1) 

56. 

(2.) 

58. 
58. 



This is — what shall we call it? 
' [thing] | This 



is 



we 

fit? 
v shall call < 

( [by] what 

It is he, even he. 
It 

is m he, 

is ■■ he. 
~~(even 

Are you fond of skating? — Some- 
what. 

you 

Are h fond | of skating ? 

'[I] 
[am] m [fond] 



53. This sentence is broken and in- 
complete, as shown by the dash after "is." 



55. He was not even invited to be 
present. 



55. 



(He 



(not 
even 



was invited - 



(^ to be — present. 



57. Is your health good now?- 
Rather so. 



( Somewhat. 



(1) 

57. 

(2.) 



( health | your 

■ good, 
(now ? 



( Is ■■ good, 



'[It] 
[is] ^ so. | Rather 



[of skating] 

The garret was filled with broken chairs, cast-off garments, and what not. 
' garret | The 

( with chairs, | broken 
was filled i ([and]) 

[with] garments, | cast-off 
(and) 
^ [with] what not. 



92 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



59. He gave me such a warm reception. 

f He [ [to] me 
59. I gave < ( such 

[ ( reception. < a 

(warm 

60. How long was it before the man came to? — About three-quarters of an 

hour. 

J [It] 
(2.) 



60. 
(1) 



it | before 



man | the 

came | to? 

was — long | How 
61. How did he come by his property? 



[was]«three-quarters | of hour. | an 
(about 



61. 



fhe 
did come 



How 



( by property ? | his 
62. No quips, now, Pistol: indeed I am in the waist two yards about. 

(I 



(Pistol:) (now,) 
62. f[you] 

([to] us (2.) 

(!•) [give] \ 

[ ( quips, 



No 



am am in waist | the 

([to] yards | two | about. 



63. That 's certain ; I for my part knew the tailor that made the wings she 
flew withal. 



63. r [thing] | That 
(1.) [ is ■■ certain ; 



(2.) 



I ( for part | my 

f the * 
knew] tailor^ f that 

[ ( [made | wings-! [she 



fthe 



x[whiohl 



64. 



He that will not when he may, 
When he would, he shall have nay. 



( [ flew J withal.* 



He | 



that 



not 
fhe 



will [do] [ [may, [do] | WhenJ 



64. fhe 



shall have 



f nay. 



1 



65. 



(1). 



65. 



fhe 

would, [do] | When 

Then say not man 's imperfect, Heaven in fault; 
Say, rather, man 's as perfect as he ought. — Pope. 

(Then) 

' [y° u l 

( not 
say < ( ([that]) 
( man 

^ is m imperfect, 
(Heaven | [being] — in fault;) 



64. The first line is in- 
dependent by pleonasm ; 
i. e., the base, " he," is ab- 
solute by pleonasm and the 
remainder limits it. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



93 



(2) 



f [you] 

. I (rather, 



ISay.j 



([that]) 

man 

is ma perfect < f he 

( [ ought, f [to be — perfect] 

{ as 



65. "Heaven in fault 1 ' is an independent element, "Heaven" being absolute 
with "being," understood. The phrase expresses the cause of "is imperfect." The 
2nd "as" is a conjunctive adverb. 

66. For what is worth in any thing 

But so much money as 't will bring ? — Butler. 
(For) (much | so 66. "Worth" is a predicate noun, 

what | But money < fit "But so much money" etc., is an ele- 

( [ will bring ? | as ment of the 2nd class. "As is a rela- 
isan worth | in thing | any ~ tive pronoun, obj. of "will bring." 

0, what a tangled web we weave, 
When first we practice to deceive. — Scott. 

f(0,) [what 

we f web -j a 

( tangled 



66. 



67 



67. 



k weave, 



f we 

[ practice - 



When 

first 

to deceive. 



68. 



68. 



[The 

swan \ on lake, J still 

( ( St.' Mary's 

Float am double, 

[as] swan 
(and) 
v [as] shadow. 



69. 



69. 



70. 



The swan on still St. Mary's lake, 

Float double, swan and shadow. — Wordsworth. 

68. This sentence gives a great deal of 
trouble. Many a teacher has met with 
its difficulties. " Swan " is plural. "Float" 
is used here as an impure copula. 
"Double" is a predicate adjective, not an 
adverb. "Swan"- and "shadow" are the 
object of the preposition " as" under- 
stood. " They being" might be supplied, 
and then "swan" and "shadow" would be 
in the predicate with the participle "being." 

In the hexameter rises the fountain's silvery column, 
In the pentameter aye falling in melody back. — Coleridge. 

( fountain's | the 

( In pentameter | the 
column, <j silvery I aye 
[falling -{ back. 

[ in melody 
rises | In hexameter | the 

Here lies what once was Matthew Prior ; 

The son of Adam and Eve : 
Can Bourbon or Nassau claim higher ?, — Matt. Prior. 
the [The 

( Matthew Prior; | son J of Adam 
f thing \ [ was ■■ which 1 and 

(1). !. (5E5— [[of] Eve: 



70. 



[lies J Here 



94 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



71. 



72. 



(2). 



71. (1). 



72. 



' Bourbon 

(or) 
Nassau 
Can claim | [lineage] | higher ? 

" Moreover, it is written that my race 

Hewed Amnion, hip and thigh, from Aroer 

On Arnon unto Minnith." Here her face 
Glowed as I looked at her. — Tennyson. 

' (Moreover,) (it) 
(that) 
f race | my (2) 

\ ( hi P 



face | her 

( Here 
Glowed < { I f as 

( [looked < 



71. "Hip" and "thigh" are in 
apposition with Ammon. It is a 
part in apposition with the whole. 



( Hewed - Ammon, < (and) 
I thigh, 
from Aroer | on Arnon 
unto Minnith. 
is written 

I can not tell what you and other men 
Think of this life; but for my single self, 
I had as lief not be as live to be 
In awe of such a thing as I myself. — Shakspeare. 
I f not f the 

fy° u 

can tells thing \ and 

men J other 

( which 
Think \ 



at her. 



(but) 



I j [speaking] | for self, 



( of life ; | this 
my 



(my 
( single 



f not 
had be \ lief I as f as 

[I] 
[ [would] live -{ to be — In awe | of thing 



such 
a 

f I J myself, 
[am] m as 



72. "For my single self" modifies some word understood as "speaking" or 
"deciding.' 1 " Had be" is equivalent to " would be." " Lief" is an adverb modifying 
" had be." "As" is a rel. pron., nom., in the predicate after "am" referring to "I" 

73. Think for thyself — one good idea, 

But known to be thine own, 
Is better than a thousand gleaned 
From fields by others sown. — Wilson. 
r [thou] ( for thyself- 



73. 



Think 



([for]) (one 
idea -< good ( but 
( known \ 

( to be 



is ■■ better | 



{thine 
own, 
(than) ( a 

[ideas] -< thousand 

[are ■■ good] ( gleaned | from fields | sown 



[person] s | other 

by* 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



95 



74. 



(1.) 



• So we were left galloping, Joris and I, 

Past Looz and past Tongres, no cloud in the sky : 

The broad sun above laughed a pitiless laugh ; 

'Neath our feet broke the brittle bright stubble life chaff; 

Till over by Dalhem a dome-spire sprang white, 

And " Gallop," gasped Joris, " for Aix is in sight. — Browning. 

(So) ( Joris 
we < (and) 

( I, ( Past Looz 

k were left | [at] galloping, < (and ) 

( past Tongres, 



(cloud 



no 



[being] ■■ in sky : | the) 



(2.) 



(The 
sun < broad 
( above 

^ laughed | laugh ; 



r 

( pitiless 



(3.) 



75. 



[the 
stubble -j brittle 
( bright 

f 'Neath feet | our 
broke < 

""] ( like chaff; 



a 
dome - spire < white, 

( over | by Dalhem 

(^sprang | Till 

(And) 

(Joris, 
f [you] 
gasped | I 

[ Gallop, 



f[for] 
Aix 
isvin sight. 



75. 



Fate seemed to wind him up for four-score years : 
Yet proudly ran he on ten winters more : 
Till like a clock worn out with eating time, 
The wheels of weary life at last stood still. — Dryden. 
Fate 

{him 
up 
for years : I four-score 
(Yet) 
r he 

( proudly 
ran -{ on ( ten 

[for] winters < 

I more : 
f The 
wheels *j 

( of life | weary 
f still, 
stood i at last 

fa 
like clock < 

I worn 



Till 



{out 
with eating | time, 



96 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



76. 



This well may be 
The Day of Judgment which the world awaits ; 
But, be it so or not, I only know 
My present duty, and my Lord's command 
To occupy till he come. So at the post 
Where he hath set me in his providence, 
I choose for one to meet him face to face, — 
No faithless servant frightened from my task, 
But ready when the Lord of the harvest calls. — Whittier. 

[day] This 

fThe 
k may be m> Day -l of Judgment 



(1) 



(But,) 
I 



know 



(well 



only 
duty, 



f world | the 
[awaits; | whicn 



(My 



76. 



(2.) 



( present 
(and) f Lord's | my 

command < 

I To occupy I 

f([if]) 
it 

be — so 
(or) 

|be] - [so] 
(not, 



(So) (No 

faithless 
I servant^ frightened | from task, 



fhe 
come. | till 



mv 



(But) f fthe 

ready | Lord 1 

( of harvest 
[calls. | when 
' for [person] j one 
choose < ( him 



the 



to meet - [withl face | to face, — 
fthe 
__ at post 1 f he f me 

[ [ hath set < in providence, | his 
[ Where 



A SENTENCE FROM HARVEY'S GRAMMAR, PAGE 254. 

1. Many are poets who have never penned 

Their inspirations, and, perchance, the best. 

They felt, and loved, and died, but would not lend 
Their thoughts to meaner beings ; they compressed 

The God within them, and rejoined the stars 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



97 



(1) 



(2.) 



(3.) 



r [persons] < 



Unlaurel'd upon earth, but far more bless'd 
Than those who are degraded by the jars 

Of passion, and their frailties linked to fame, 
Conquerors of high renown, and full of scars. — Byron. 
[ Many 



' who 



f never 



have penned < 

(inspirations, | Their 



are ™ poets 

and, f the 

k [are] m [poets] ■{ best. 
(perchance, 

'They 
felt, 
(and) 
loved, 
(and) 

died, | not 

(but) thoughts | Their 

would lend < 

( to beings ; | meaner 

IUnlaureled | upon earth, 
(but) f far 

blessed | more < * 

[The 
compressed | God < 

(and) ( within them, 

rejoined I stars I the 



f (Than) 
[persons] 



( those 



who 

are degraded 



[the 
by jars j 

( Of passion, 
( of renown, | high 



(and) 

[are] s»Conquerors -l (but') 

( full | of scars, 
f their 
[are blessed] [ (frailties < 

( [being] linked | to fame.) 

(1.) " Perchance 11 is a modal adverb, modifying " are," understood. 

(2.) This is a partial compound sentence, the predicate of which contains four 
co-ordinate members. 

(3.) " Unlaureled" etc., is an adjective element, limiting "they." "Than those 
who are degraded" etc*, limits " more," and is an adverbial element, or it may be said 
to limit " more blessed." The latter is really the preferable view. 

"Frailties" is nom., absol. with the participle "[being] linked." The latter part of 
this sentence means that while their frailties are linked to fame they are conquerors of 
high renown but full of scars. 



98 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



SENTENCES FROM HARVEY'S GRAMMAR, pp. 262-3-4. (REV. ED., pp. 2634.) 



1. 



Sweet day ! so cool, so calm, so bright, 
The bridal of the earth and sky ; 

The dews shall weep thy fall to-night ; 
For thou must die. — Herbert. 



(day! 



r Sweet 




cool, | 


so 


calm, 


so 


bright, | so 




[The 


bridal 


■| of earth 




and 


>. 


I [of] sky; 



1. 



dews | The 
shall weep 



the 



[the], 



[on account ofj fall | thy 



to-night; 
f(For) 
thou 
must die. 



1. The first two lines of this sentence constitute an independent element. 
" Day" is the base, absolute by address rather than exclamation, as is shown by the 
person of the pronouns, "thy" and "thou," in 3rd and 4th lines. However, some 
would say that the first is exclamation and the speaker changed to address after- 
ward. " To-night" may be considered an adverb or a noun. The former seems to 
be preferred. " Fall" is either the object of " shall weep" or of the complex prepf 
sition " on account of" understood. 

Under the greenwood tree 
Who loves to lie with me, 
And tune his merry note 
Unto the sweet bird's throat, — 
Come hither, come hither, come hither ! 

Here shall he see no enemy 
But winter and rough weather. — Shakspeare. 



2. 



(1) 



[he] | 



Who f with me, f the 

f Under tree < 

loves ■{ to lie -l ( greenwood 

(And) [ (his 

| note (merry ^ the 



tune ( Unto throat, | bird's 



( sweet 



Come | hither, (come | hither, come hither!) 



W [shall see 



{Here 
enemy 



no 



But winter 
and 
^ [but] weather. | rough 

2. (1). We have here a good example of an imperative sentence with the 
subject in the 3rd person. The verb "come" is in the imperative mood, and its 
subject is " he" understood. That its subject is not "you" or "thou" is shown by 
" loves" and by " he" in the 6th line. 

(2.) "But winter" etc., is an element of the second class. Some pupils errone- 
ously suppose this to be a compound sentence, thus : Here shall he see no enemy, 
but [he shall see] winter and rough weather. The sentence means that the oily 
enemies he shall see are winter and rough weather. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



99 



8. 



Nature, attend ! join, every living soul, 

Beneath the spacious temple of the sky; 

In adoration join; and, ardent, raise 

One general song ! To Him, ye vocal gales, 

Breathe soft, whose Spirit in your freshness breathes ; 

Oh, talk of Him in solitary glooms, 

Where, o'er the rock, the scarcely waving pine 

Fills the brown shade with a religious awe. — Thompson. 



( (Nature,) 
(l).-|[thou] 
(^ attend ! 



(2). 



{every 
living f the 

Beneath temple < spacious 



(3). 



3. 



(5). 



4. 



(1) 



f ([thou] 

(Join ; | In adoration 
(and,) (4). 

' [thou] | ardent, 

[One 
raise j song! < 

{ general 



f(Oh,) 

[ye] 

talk \ 



[thou] 

U oin > 

(ye 

(gales < vocal) 

[ye] ( 

Breathe J soft, 

{ to Him, 



F 



{ of sky ; | the) 



Spirit | whose 



[ breathes; 



i 



in freshness your 



of Him 
in glooms, 



' solitary 
pine 

Fills 



(the 
waving | scarcely 
o'er rock, | the 
shade f the 

( brown 
with awe f a 

{ religious 
Where, 



With fruitless labor, Clara bound 

And strove to stanch the gushing wound: 

The Monk, with unavailing cares, 

Exhausted all the church's prayers: 

Ever, he said, that, close and near, 

A lady's voice was in his ear, 

And that the priest he could not hear, 

For that she ever sung, 
" In the lost battle, borne down by the flying, 
Where mingles war's rattle with groans of the dying! " 

So the notes rung. — Scott. 
Clara 

[wound] : ( [gushing] 
With labor, | fruitless , ,, 
| to stanch | wound: J gU g hing 



bound 

(And) 

4 strove 



100 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



(2)- 



(3). 



' Monk, | The f with cares, | unavailing 
Exhausted -j ( all 

(prayers : \ church's | the 



4. 



fhe 



said, - 



' (that,) f lady's | A 
voice 1 close 
(and) 
near, 
v was — in ear, | his 
(Ever, 
(And that) 
he [not 

could hear, -j priest J the 
f (For that) 



she 
I sung, 



ever f the lost 

[He] f In battle, -j f rattle | war's 

[is] borne < down ^ [mingles* 
( by [persons] J the 

1 flying, 



/a f notes I the 
* '" [rung, j so 



( Where 



( with groans | of [persons] < 



the 
dying! 



5. 



(1). 



5. 



Bird of the wilderness, 

Blithesome and cumber] ess, 
Sweet be^thy matin o'er moorland and lea! 

Emblem of happiness, 

Blest is thy dwelling-place, — 
Oh to abide in the desert with thee ! — Hogg. 



( of wilderness | the> 
Blithesome 
(and) 

cumberless, 
thy 

o'er moorland (3). 

and 
[ [o'er] lea! 
be ■§ Sweet 



(Bird 



matin 



f(Oh) 
[I] j in desert j the 

[long] | to abide ■< 

( with thee ! 



(2). 



' (Emblem | of happiness,) 
dwelling-place, | thy 
is Blest 



6. 



Full many a gem of purest ray serene, 

The dark, unfathomed caves of ocean bear ; 

Full many a flower is born to blush unseen, 

And waste its sweetness on the desert air. — Gray. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



101 



(!)• 



(2)- 



7. 



[The 6. (1). "Many a" is also considered 

caves J dark, as a single adjective. Neither view is 

of ore entirely satisfactory. "Many" and ''a" 

{many I Full are no * properly, it seems to me, disposed 
a ( purest of as a single adjective; nor does it seem 

of ray < proper that "many," alone, should modify 

' serene a singular noun. However, we sometimes 
(many I Full have the article "a" modifying a plural, 

w (a as in the expression " a few torn shrubs." 

is born | to blush - unseen, ^ow, why not say that the singular 

^ n ' , . . article, "a" modifies a plural noun as 

I sweetness its ,.«■■* /• » , ; i i i 

waste \ [ the modified by few, and that the plural 

( on air. < adjective, " many" modifies the singular 

( desert noU n as modified by " a" ? 

We look before and after, and pine for what is not : 
Our sincerest laughter with some pain is fraught ; 
Our sweetest songs are those which tell of saddest thought. — Shelley. 
We f before 



(!)• 



look < (and) 
( after, 
and 
[pine | for thing 



(3). 



(Our 
° { sweetest 

f those 



the 
( which 

[is | not: 



(2)- 



laughter 






Our 



( sincerest 
is fraught; j with pain | some 



are i 



[songs] j 



which 



(1) 



tell | of 'thought. | saddest 
And this is in the night ; most glorious night ! 
Thou wert not sent for slumber ! let me be 
A sharer in thy fierce and far delight, 
A portion of the tempest and of thee ! 
How the lit lake shines, a phosphoric sea, 
And the big rain comes dancing to the earth ! 
And now again 't is black, — and now the glee 
Of the loud hill shakes with its mountain mirth, 
As if they did rejoiee o'er a young earthquake's birth. — Byron. 

(night! | glorious | most) 
f Thou ( not 



f(And) 
. I [event] 



this 
in night; | the 



(3). 



[is 

f [thou] 
let] [to] b e 
(and) 
[to be] 



^ '" [ wert sent < 



( for slumber f 



sharer 
(|__me 



A fthy 

in delight, -l fierce 
I and 
[far 
A 
portion -| of tempest | the 
(and) 
of thee ! 



102 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



(4) 



9. 



(!)• 



(2). 



'the 

lakei 111 ( a 

sea, < 

( phosphoric 
shines, j How 
(And) fthe 



r 



^ f dancing 
taf ItoeartSllthe 

fit 
is m black, 

(now 
again 
(And) 

if the f the 

giee ^ Of hill \ loud 

l , . I l its . 

f with mirth, ( mountain 

k shakes < ( [they] f As 

( [ [would do] ] T7if ) 

they 

did rejoice | o'er birth. | earthquake's* 

1 young 

Do you hear the children weeping, O my brothers! 

Ere the sorrow comes with years? 
They are leaning their young heads against their mothers, 
And that can not stop their tears. 
The young lambs are bleating in the meadows, 

The young birds are chirping in the nest, 
The young fawns are playing in the shadows, 

The young flowers are blooming from the west; 
But the young, young children, my brothers ! 

They are weeping bitterly ! 
They are weeping in the play-time of the others, 
In the country of the free. — Mrs. Browning. 



(0) (brothers! | my) 
you 

Do hear | [to be] weeping, 



children | the 

sorrow | the 

[ Ere 
comes -I 

( with years? 

[They (heads { *^ 

\ are leaning < i j S 

( against mothers, | their 
(And) 
' [act] | that 

^ canst °p{ tears. | their 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



103 



9. 



(3). 



lambs i 

1 young 

are bleating | in meadows, J the 

{[and]) 

birds \ 

X young 

are chirping | in nest, j the 

([and]) 

(fawns \ 
I young 
are playing | in shadows, | the 
([and]) 

flowers \ 

I young 

are blooming | from west ; | the 

(But) 

[the \ 

r (children, < young Jj 

(young,/ 

(0) (brothers! | my) 

they 

are weeping | bitterly! 



(4). f The y . 

x ' ^are weeping 



in play-time { $ e [children] { ther(s,) 

in o ntr \ the l the 

u ^ ( of [people] | free. 

9. (1.) " Children " is either objective, subject of the infinitive " [to be] weeping" 
as indicated in the diagram; or, objective by enallage for the possessive "children si' 
I prefer the former. The latter can be sustained. " Ere" is a conjunctive adverb, 
modifying "comes," and connecting the subordinate sentence to " [to be] weeping." 
" Brothers" is nominative absolute. 

(2.) " Mothers" is misprinted in the old edition as a possessive. 

(3.) " Children" is nom., absol. by pleonasm. 

(4.) " Others" is an adjective, limiting some word understood. It has the sign 
of the plural, because it limits a plural noun, understood. 

General Remark: This extract is taken from Mrs. Browning's " Cry of the 
Children." It has reference to the children of the miners in England. It is an 
exquisite poem, and the student will not regret giving it a careful reading." 



10. 



0) 



' bugles 



Our bugles sang truce, for the night-cloud had lowered, 
And the sentinel stars set their watch in the sky ; 

And thousands had sunk on the ground overpowered; 
The weary to sleep, and the wounded to die. — Campbell. 

Our 



sang ■{ truce, 

' f(for) 



10. 



the 



night-cloud | 
had lowered, 
(And) 

(the 
stars < 

{ sentinel 
f watch 
[had] set 4 

( in sky 
(And) 

( thousands | overpowered; 
[ had sunk|on ground | the 



their 



the 



[The 
' [persons] < 

( weary 
[ [had sunk] | to sleep, 
(and) 
(2.) (the 

[persons] < 

{ wounded 
[had sunk] | to die. 
(2.) The phrases " the weary to sleep " 
and " the wounded to die," seem to me 
very much like apposition. I should 
place them as explanatory of "thousands" 
if I could then give a satisfactory con- 
struction of the infinitives "to sleep" and 
" to die." But this can not be done. 



104 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



11. 



Thou art ! — directing, guiding all, — Thou art ! 

Direct my understanding, then, to Thee ; 
Control my spirit, guide my wandering heart ; 

Though but an atom midst immensity, 
Still I am something fashioned by thy hand ! 

I hold a middle rank 'twixt heaven and earth, 
On the last verge of mortal being stand, 

Close to the realms where angels have their birth, 
Just on the boundaries of the spirit land. — Derzhaven. 



(!•) 




( directing ) 
Thou ^ ([and]) Y [things] | all,- 

( guiding J 
art! — 



Thou 



(3.) 



(then,) 
[Thou] 

[understanding, | my 
Direct -I 

(to Thee; 



(4.) 



[Thou] 



Control | spirit, | my 
([and]) 

(my 
.guide | heart ; < 

( wandering 



^ am — something | fashioned | by hand ! | thy 
" Still 

f (Though) 
I 

f an 
[am] ■* atom < 
~ ~ (but ( midst immensity 

fa 
I f rank < 

hold ■{ [ middle 

I 'twixt heaven 
I (and) 
(6. ) ( [and] ) [ ['twixt] earth, 

(the 
stand, -j On verge < last 

( of being | mortal 
(the 
to realms < f angels 

(Close ( [have -J birth, | their 
I where 

(the v 

_ on boundaries < ( the 

(Just ( of land. -J 

( spirit 

11. (1.) " Art" is used in the sense of " exist." 

(2.) " Close" and "just" seem to me to throw their force on the prepositional 
phrases "to realms" and "on boundaries." Some other view might be equally 
satisfactory. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



105 



SENTENCES FROM HOLBROOK'S GRAMMAR, PAGE 46. 



Note. — As the sentences from Harvey's Grammar explain all the difficult 
constructions of the English sentence, it has been thought advisable to diagram 
but a few of the most difficult sentences of Holbrook's Grammar. Anyone 
who will carefully study the diagrams and analyses of the sentences given in this 
work, will have no difficulty with any English sentence. 

1. And it were highly to be wished that legislative power would thus direct 
the law rather to reformation than severity: that it would seem convinced 
that the work of eradicating crimes is not by making punishments 
familiar, but formidable. — Goldsmith. 

(And) 



r (it) 

r (that) 

power | legislative 
would direct 



([and] 
' (that) 

it 

would seem 



thus 

law | the 
to reformation 
(rather — than) 
[to] severity : 



[to be] convinced 



(that) | the 

work { of eradicating 



crimes 



is 



to be wished | highly 



by making | [to be] » familiar, 
(not 
(but) 
I [is b by making] 



( | punishments 

[to be] ■■ formidable. 



(l_[them] 



1. 



were i 

"It" is an expletive introducing the compound subordinate sentence. 

Each " that" is an expletive, introducing a member of the compound sentence. 

"Rather" and "than" seem to be corresponding or correlative conjunctions. " [To 

be] convinced," etc., is the attribute of the second class, after the impure copula. 

2. Their written words we linger o'er, 3. Wherefore ye needs must be subject, 

But in the sun they cast no shade. not only for wraths, but also for 

No voice is heard, no sign is made, conscience' sake. — Rom. xiii : 5. 

No step is on the conscious floor ! 

— Whittier. [(Wherefore) 

2 I ye ( for [sake] | wrath's 

,' must be ■* subject j (not only— but also) 



f f 



we ( Their 

linger | o'er, words j written 
(But) 



I 



h 



2. 



f th 7 (shade. 
^ cast j in sun 

([and]) 

voice | No 

is heard, 
([and]) 
f sign I no 
[ is made, 

and 

step | No 

is I on floor! 



no 
the 



(the 

{ conscious 



(needs [for sake [conscience 
3. " Not only" and "but also" are most 
satisfactorily, 10 my mind, disposed of as 
correlative connectives. I do not like 
such a wholesale way of disposing of 
them, but I have found every other way 
clumsy and unsatisfactory. You can sub- 
stitute "both" and "and" for them. 

"Needs" is an adverb, modifying " must 
be" and meaning "necessarily." The line 
under "must be subject" indicates that the 
elements following the brace modify the 
entire simple predicate. 

" Wherefore" is an introductory conjunc- 
tion, as indicated, or else is an adverb 
modifying the verb " must be." The 
former is preferable. 



106 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



4. 



(1){ 3 



dawns 



upon side ; 
fthy 
f (Scotland) | bravest 
(2.) I [thou] | Chiefs, 
[lay pride, \ ([and]), 
I knights, 
I ([and]) 
[ nobles, 
(The 
( survivors < sad 
(3) .i (all 

^ are gone. 



Day dawns upon the mountain's side; 
There, Scotland, lay thy bravest pride, 
Chiefs, knights, and nobles, many a one; 
The sad survivors all are gone. — Scott. 

4. (2) "Chiefs;' "knights" 
mountain's | the and " nobles" are in apposition 
with "pride" " Person" un- 
derstood, modified by " many 
'many a \a" and "one" is in apposition 
/with "chiefs" "knights" and 



[person] 



one; " nobles. ' 

(3). "All" is best consider- 
ed an adjective, limiting "sur- 
vivors" It often limits a word 
which it follows. Some would 
make it limit a word under- 
stood. 



SENTENCES FKOM HOLBROOK'S GRAMMAR, PAGE 47. 

Him follow'd his next mate, 
Both glorying to have 'scap'd the Stygian flood 
As Gods, and by their own recover' d strength, 
Not by the suff' ranee of Supernal Power. — Milton. 
This 

( next 
followed | Him 
( Both 



mate, 



([devils] \ 

( glorying \ to have 'scaped 



([and]) 



(the 
f flood \ 

( Stygian 

As Gods, 

(and) f their 

by strength, < own 

( recovered 

{not 
( the 
by sufferance < 

( of Power. | Supernal 

[" Devils ,"] (or whatever word is supplied), is nom., absol. with the participle 
" glorying." Hence all this sentence below the tie in the diagram, is a compl. inde- 
pendent element. " Glorging" has the construction of an adjective modifying the 
noun, which is supplied. "As Gods" is an element of the 2nd class. " As" is a 
preposition, showing the relation of " Gods" to " to have escaped." 

2. O blest retirement, friend to life's decline, 

Retreat from care, that never must be mine, 

How blest is he who crowns in shades like these, 

A youth of labor with an age of ease. — Goldsmith. 

' blest 
friend | to decline, | life's 

(from care 
that 

must be «- [retreat] | mine, 
(never 



(0) (retirement, 






GRAMMATICAL DIAGRAMS AND ANALYSES. 



107 



he | 



who 



[ crowns 



is blest I How 



' in shades I like [shades] J these, 

f A 
youth < 

( of labor 

{an 
of ease. 



2. The first part of this is an independent element. "Friend" and "retreat" 
are in apposition with " retirement" I have noticed that some pupils are inclined 
to refer the clause " that never must be mine" back to " retirement" instead of " retreat.'' 
Either disposition conveys the same sense. "Like" is a preposition, showing the 
relation of "shades" understood to "shades" expressed. 

3. But wherefore let we then our faithful friends, 
Th' associates and copartners of our loss, 

Lie thus astonished on th' oblivious pool. — Milton. 

{ (But) (then) 
we { wherefore 

r I friends, associates ) f The 
let-j [to] Lie 



our 

faithful 
associates 
(and) 



copartners I (of loss,, | 

astonished [ thus 
[the 
on pool. < 

{ oblivious 

3. "Wherefore" is an adverb, modifying "let." "Friends" is the subject of the 
infinitive " [to] lie." "Associates" and "copartners" are in apposition with "friends." 
Another view of "astonished" is that it has the force of a predicate after the infini- 
tive " [to] lie" referring to "friends." 

4. Old friends ! The writing of those words has borne 
My fancy backward to the gracious past, 

The generous past, when all was possible, 
For all was then untried. — Lowell. 

{ (friends! | Old) 
(The 
writing < 

( of words | those 
fancy | My 
has borne \ backward 

to past, \ the 

gracious 

fThe 
past, < 

( generous 
[success] I all 

f(For) 
was m> possible, | [experience] | all 
— (when was "" untried. 

I (then 

The second "past" is in apposition with the first one. 



108 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



His spear, to equal which the tallest pine 
Hewn on Norwegian hills, to be the mast 
Of some great ammiral, were but a wand, 
He walked with to support uneasy steps 
Over the burning marl ; not like those steps 
On Heaven's azure; and the torrid clime 
Smote on him sore besides, vaulted with fire. 



-Milto 



n. 



5. 



fHe 



walked 



His 
pine 



with spear, - 



fthe 
tallest ( on hills, | Norwegian 
Hewn < ( the 

( to be— mast < ( some 

( Of ammiral, 



k to equal [ which 



great 



were m wand, 

"(but 

' uneasy 



Over marl ; 



(the 



to support | steps - 



[steps] 



( burning 
like steps 



(and) 



T those 
(not ( On azure ; | Heaven's 



the 
torrid 
' clime { 

\ vaulted 



with fire. 



{on him 
sore 
besides, 



5. This is a complex compound de- 
clarative sentence. The leading member 
is a complex decl. sentence, of which "he" 
is the. simp, subj., unmod., and the re- 
mainder is the compl. pred., of which 
11 walked" is the simp, pred., mod by 
" with spear," and the part which is to the 
right of "spear" in the diagram, a complex adv. el. of the 2nd class, of which 
"with spear" is the base, of which " spear" the noun of the base, is mod. first by 
" his" a simp. adj. el. of the 1st class; secondly, by " the tallest pine * * * * were 
but a wand" a simp. adj. el. of the 3rd class; also, a simp. decl. subor. sent., of which 
" the tallest pine hewn on Norwegian hills, to be the mast of some great ammiral to equal 
which" is the compl. subj., of which "pine" is the simp, subj., mod. by "the" and 
"tallest" two simpL adj. el. of the 1st class; also, by " hewn on Norwegian hills to be 
the mast of some great ammiral," a compl. adj. el. of the 1st class, of which "hewn" is 
the base, mod. first by "on Norwegian hills," a compl. adv. el. of the 2nd class, of 
which " hills," the noun of the base, is mod. by " Norwegian," a simp. adj. el. of the 
1st class. "Hewn" is secondly mod. by "to be the mast of some great ammiral" a 

compl. adv. el. of the 2nd class, of which "to be mast" is the base, of which "mast" 
is mod. by " the " and " of some great ammiral." " Pine " is further mod by " to equal 
which," a compl. adj. el. of the 2nd class, of which "to equal," the base, is mod. by 
"which," a simp. obj. el. of the 1st class. " Which" is also the connective of the 
subordinate sentence. Of this subor. sent. " were but a wand" is the compl. pred., 
of which "were wand" is the simp, pred., of which "were" is the copula, mod. by 
"but," a simp. adv. el. of the 1st class, and "wand" is the attribute, mod. by "a," a 
simp. adj. el. of the 1st class. The remainder of this sentence presents but few 
difficulties. " Steps " understood is in apposition with " steps " after " uneasy." 
"Not" mod. the phrase " like steps" 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



109 



6. Consider the lilies of the field, how they grow. — Matt, vi : 28. 



6. 



7. 



[you] 



I Consider 
I 



(He | 

[you] 



8. 



8. 



9. 



I 



[the 
lilies -< 

( of field, | the 
they 

grow. | how 



6. This sentence means " consider the 
lilies of the field with respect to the manner in 
which they grow" or " consider how'the lilies 
of the field grow. 11 The diagram indicates 
the former. By the latter view " lilies " 
gives us a peculiar case of pleonasm. 

He that glorieth, let him glory in the Lord. — 2 Cor. 10 : 17. 

" that \ 

I 7. " He that glorieth " is a complex in- 

glorieth, / dependent element, of which " he 11 the 

base, is mod. by. " that glorieth 11 a simp. adj. 

f |__him el. of 3rd class. " He " is nom., absol. by 

let | [to] glory -j pleonasm. " Htm" is obj., subj. of " [to~\ 

{ in Lord. | the glory. 11 

A dungeon horrible on all sides round, 

As one great furnace flamed ; yet from those flames 

No light; but rather darkness visible 

Served only to discover sights of woe, 

Eegions of sorrow, doleful shades, where peace 

And rest can never dwell ; hope never comes, 

That comes to all. — Milton. 

dungeon | ^ orrible 
f round 
I flamed; \ OT1 sides | all 

[ As furnace { °?f t 
(yet ( great 

C light; | No 

[ [came] | from flames | those 
(but) 
darkness | visible 

( rather ( sights | of woe, 
k Served -J only J "j 

• [ to discover -{ Regions | of sorrow, 



shades, I doleful 



peace 

(And) 

rest j" where 

can dwell ; < 

( never 
[(and)" 

That 
hope 



comes, 



comes j to* 

{never 
[where] 



* [persons] | all. 
What, then, are the proper encouragements of genius? I answer, subsist- 
ence and respect; for these are rewards congenial to its nature. Every 
animal has an aliment peculiarly suited to its constitution. The heavy 
ox seeks nourishment from earth; the light chameleon has been sup- 
posed to exist on air; a sparer diet even than this will satisfy the man of 
true genius, for he makes a luxurious banquet upon empty applause. It 
is this alone which has inspired all that ever was truly great and noble 
among us. . It is, as Cicero finely calls it, the echo of virtue. Avarice is 



110 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



<«) 



(ft) 



the passion of inferior natures; money, the pay of the common herd. 
The author who draws his quill merely to take a purse, no more deserves 
success than he who presents a pistol. — Goldsmith. 
' (then,) 
What, 

fthe 
are » encouragements < proper 

( of genius ? 
(that) 
subsistence 
(and) 
answer, | respect; 

[are « encouragements] | [proper] 

f(for) 
[qualities] | these 



9. 



(d). 



<* 



ox 



\ [ are ™ rewards | congenial | to nature. | its 

(animal | Every 
fan 
has | aliment < ( peculiarly 

( suited < 

(to constitution. I its 
fThe 

[ heavy 

{nourishment 
from earth ; 
[(and)] 

(the 
{light 
has been supposed | to exist | on air; 
even 
(than) 
[diet] | this 



chameleon 

has bet 
Xand)] 

diet 



i a 



( sparer 
will satisfy 



[is «■ spare] 
fthe 



("man < 
isfy { (of genius, | true 

f(for) 



makes 



It 



' which 



f banquet < 

[ luxurious 

[upon applause. | empty 

all 
that 



has inspired | [effort] 



(this 
is- [thing] ^ 

[alone 



was «■ great 
1 



(and) 

[was] «=i noble 



r truly 



among us. 
ever 



/ 

GRAMMATICAL DIAGRAMS AND ANALYSES. 



Ill 



(/)• 



echo 



(the 

( of virtue. 
' Cicero 

( finely 
calls < it, 



as 



to) 



Avarice 

[the 
is m» passion < 

(of natures; | inferior 
(and) 



money, 
[is] « pay 



the 

ofherd.{ the 

( common 



author * 



fThe 
who 



( quill | his 
draws < merely 

( to take j purse, | a 
success 



deserves 



no 
(than) 

who 

he | 

presents | pistol. | a 
^ [deserves] 

9. In (e) of this diagram notice how much "it" is like an expletive. Yet it 
can not be considered one, since the clause which it seems to represent is intro- 
duced by the relative " which." A relative always subordinates a clause to the 
antecedent of the relative. Hence " which has inspired" etc., can not be the logical 
subject of the verb " is." It is difficult to decide what to supply after " all." I have 
suggested "effort" as the best I could call to mind. 



SENTENCES FROM HOLBROOK'S GRAMMAR, PAGE 48. 

1. Within our beds awhile we heard 

The wind that round the gables roared, 
With now and then a ruder shock, 
Which made our very bedsteads rock. 
We heard the loosened clapboards tost, 
The board-nails snapping in the frost ; 
And on us, through the unplastered wall, 
Felt the light sifted snow-flakes fall. — Whittier. 



112 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



(a). 



we 

{Within beds j our 
awhile f The 
wind -j { that 



[ [roared, 



round gables I the 

' A 



With shock, 



ruder [ now 
[made] < (and) 
(then 
f Which 



1. 



made | [to] rock. | * 
*| bedsteads -I 



our 
very 



(b). 



We 
heard 



(And) 
[ Felt | [to] fall. 



' [to be] tost, | | clapboards \ , -, 

([and]) [ [ board-nails | The 

^ [to be] snapping \ 

( in frost ; | the 



[the 
through wall, \ 

( unplastered 

fthe 
_snow-flakesK 

light 

[ sifted 
on us, 

2. And while he yet talked with them, behold, the messenger came down unto 
him, and he said, Behold, this evil is of the Lord ; what should I wait for 
the Lord any longer ? — 2 Kings vi : 33. 

(And) (behold,) 
messenger | the 

[down 

j unto him, 



came 

(and) 
he 
said; 



3. 



he 

[yet 
talked < with them, 

( while 



f [(Behold,) 
evil | this 
[ is wm of Lord ; | the 
[(and]) 

(I [ what 

[ should wait < for Lord | the 
(longer? | any 

Art divine 
Has made the body tutor to the soul ; 
Heaven kindly gives our blood a moral flow ; 
Bids it ascend the glowing cheek, and there 
Upbraid that little heart's inglorious aim, 



Grammatical diagrams and analyses. 



113 



3. 



Which stoops to court a character from man ; 

While o'er us, in tremendous judgment sit 

Far more than man, with endless praise and blame. 

f Art | divine 

[ Has made | [to be] « tutor | to soul ; j the 

([And]) (|_body | the 

Heaven 

kindly 



Young. 



gives 



Bids 



fa 
flow; < 

{ moral 
[to] blood | our 

(and) f | it 

r [to] ascend < ( the 

(and) ( cheek, < 

I glowing 



{there 
aim, 



f that 
hearts | Httle 

inglorious 
Which 



k stoops 



( character | a 
to court -| 

( from man ; 

[Far 



[judges] J more < 
{ While 



Jo' 



r (than) 
man, 
[is— much] 



4. 



sit -< o'er us, 

in judgment |tremendous 
with praise ) 

(and] > endless 

[with] blame, j 

For what shall it profit a man, if he shall gain the whole world, and lose 
his own soul ? — Mark viii : 37. 

f(it)(if)(For) 
The 

(the 
shall gain | world, < 

[ whole 
(and) | his 

[shall] lose | soul ? < 

(own 

{man, | a 
■ 
[to extent of] | what 

Me thou thinkest not slow, 
Who since the morning hour set out from heav'n, 
Where God resides, and ere mid-day arrived 
In Eden, * * * * What if that light, 
Sent from her through the wide transpicuous air, 
To the terrestrial moon, be as a star 



8 



114 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



Enlight'ning her by day, as she by night 
This earth ? reciprocal, if land be there, 

Field and inhabitants. — Milton. 



thou 



5. 



thinkest | [to be] <■ slow, 
-M Me 



[ Who 

set 
- (and) 



[you 

[would think] 



[not 



fWhat 
f(if) 



[God 



Tout 

from heaven, ) 

\ resides | Where 
c since morning ■• hour | the ~ 

( ere mid-day 



arrived < 

( In Eden, 



light, 



( that 
I Sent - 



I 



from her ( the 
through air, < wide 

( transpicuous 

[the 
to moon, < 

[ terrestrial 

f a 



[should] be»as star -j 

( enlight'ning* 



I [They] | [being] wm reciprocal, 



her 
by day, 
she 



[enlightens]* 



6. 



6. 



7. 



f(if) 
land 

[and] 

field 

(and) 

inhabitants. 

be — there, 

Was it then too much 
For me to trespass on the brutal rights ? — Young. 

(it) (For) (then) 

[the 
to trespass | on rights ? < 

| [_me ( brutal 

Was m [impropriety] | much | too 

He comes with a careless "How d'ye do?" 
And seats himself in my elbow-chair : 

And my morning paper and pamphlet new 
Fall forthwith under his special care, 

And he wipes his glasses and clears his throat, 

And, button by button, unfolds his coat. — Whittier. 



{earth ? | this 
by night 
as 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



115 



8. 



fHe 



f a 



comes | with " How d'ye do?' 

j careless 
(And) 

( himself 
seats < 

[ in elbow-chair: j my 
(And) 

paper ) | morning 

(and) V my 

pamphlet ) j new 

{forthwith 
(his 
under care, -j 
(And) i special 

fhe 
wipes | glasses J his 
(and) 

clears | throat, j his 
(And,) 

{coat. | his 
[with] button | by button, 

Me miserable ! which way shall I fly 
Infinite wrath and infinite despair ? — Milton. 

r (Me | miserable ! ) 

[in] way | which 



shall fly -J [from] wrath | Infinite 
(and) 
[from] despair ? | infinite 



SENTENCES FROM HOLBROOK'S GRAMMAR, PAGE 49. 

Ah me, they little know 
How dearly I abide that boast so vain, 
Under what torments inwardly I groan, 
While they adorn me on the throne of Hell ! — Id. 



f(Ah)(me,) 
( little 



they 
know 



(1 (dearly | How 
[ abide < ( that 

( boast < 
([and!) ( vain, | so 

(I ( Under torments | what 

[ groan, < inwardly 






they 

( me ( the 

adorn < on throne < 

(While (of Hell! 



116 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



1. I have found a number of pupils who supposed "that" in this sentence to 
be a relative, and the subject of " boast. 11 It is evidently an adjective limiting the 
noun "boast 11 " What' 1 is an interrogative pronominal adjective, limiting " torments." 



2. 



[hope 



All hope excluded thus, behold, instead 
Of us outcast, exiled, his new delight, 
Mankind created, and for him this world. 

(All \ 



-Id. 



3. 

3. 
(a). 



( excluded | thus, / 

i outcast, 
instead of us < ([and]) 
[you] ( exiled, 

This 
behold, -{ new 

delight, < 

y Mankind j created 
(and) 

[this 
world. < 

( [created,] for him 

An angel, if a creature of a day, 

What would he be ? a trifle of no weight ; 

Or stand or fall; no matter which; he's gone. — Young 

f[he] 



2. "Hope" is absol. with the 
part. ' ' excluded. " " Mankind " is in 
apposition with "delight." 



he j angel, | An 

would be ? •What 

f(if) 

he 



(c). 



I 



[would] stand 

(or — or) 
[would] fall ; 






r [thing] | which ; 
matter | no 



[were] creature 

I of day, I a 
fHe 
(b). (a 

_ [would be] -» trifle < 

( of weight ; | no 

3. If this sentence were differently punctuated, the diagram could be made 
much more satisfactory. 



[is] 
he 

is gone. 



4. 



Who would not give a trifle to prevent, 
What he would give a thousand worlds to cure ? — Id. 
[Who 

{not 
trifle | a ( the 

to prevent, | thing j jhe^ M world. { ".^ 

( to cure ? | which 

It is not always easy to make one's self just what one wishes to be. 

r (It) f the 

to make | [to be] ™ thing < { [person] | one 

( ( wishes | to be. ■■ which 

| self | [personjs | one 

just 

is ■■ easy 

I not 

V [ always 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



117 



6. 



a). 



(c). 



What, then, is unbelief? 'Tis an exploit; 

A strenuous enterprise ; to gain it, man 

Must burst through every bar of common sense, 

Of common shame, magnanimously wrong. 

And what rewards the sturdy combatant? 

His prize, repentance ; infamy, his crown. — Young, 

fit 
f (then) 
What (b) 

is — unbelief ? 



'man | wrong, | magnanimously 
( to gain | it, 



is — exploit; | an 
[(and)] 



f A 



[is] -enterprise; | strenuoug 



Must burst 



[ every 



6. 



(d). 



f(And) 
what 



( through bar \ of sense, | common 
I ([and]) 

( Of shame, | common 
(His 



rewards I combatant? 



7. 



prize, < 

I repentance, 
(the / x ([and]) 

J fhis 
sturdy crown. -I 

I infamy, 
[reward] | [him] 
"Chieftains, forego! 
I hold him first who strikes my foe. 
Madman, forbear your frantic jar! 
What ! is the Douglas fallen so far, 
His daughter's hand is deemed the spoil 
Of such dishonorable broil ! " — Scott. 
( (Chieftains,) 



(«)• [you] 
[ forego ! 



W- [hold | [to be ] - first 
[| him 



7. 



(c). 



id)- 



(Madman,) 

[you] 



who 



strikes | foe. j my 



f your 



forbear | jar ! . 

( frantic 

[(What!) 
Douglas | the 
is fallen | far, | so 



[fthat)] 

hand | daughter's | His 
is deemed | [to be]— spoil 



{such 
dishonorable 
the 
Of broil !* 



118 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



8. 



(«)• 



In proud disdain of what e'en Gods adore, 

Dost smile? Poor wretch! thy guardian angel weeps. — Young. 

f [thou] 

{proud f the 
f Gods 
of thing 



8. 



adore, 



een 



which 



<&). 



(wretch I | Poor) 
(thy 



angel < 



guardian 



^ weeps. 



9. 



(a). 



9. 



(6). 



We nothing know, but what is marvelous ; 

Yet what is marvelous, we can 't believe. 

So weak our reason, and so great our God. 

What most surprises in the sacred page, 

Or full as strange, or stranger, must be true. — Id 



r rwe 



[ know, | nothing | but thing < 

(Yet) 
we 

(not 

f the 



(the 



which 

is — marvelous ; 



can believe. 



( thing < 



' which 
is™ marvelous; 



reason, j our 
. [is] ™ weak | So 

(and) 
God. | our 
[is] — great | so 



fthe fthe 

in page, 1 



thing - 



(c). 



' which 



( sacred 



surprises | most 
strange, | as | full 

(Or— or) 
stranger, 



must be ■■ true. 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



119 



19. Thy false uncle being once perfected how to grant suits, 

How to deny them ; whom t' advance, and whom 
To trash for over-topping ; new created 
The creatures that were mine, I say, or chang'd them, 
Or else new form'd them : having both the key 
Of officer and office, set all hearts i' the state 
To what tune pleased his ear ; that now he was 
The ivy, which had hid my princely trunk, 
And suck'd my verdure out on 't. — Shakespeare. 




B *$* 



tr 






o 

c 

o 
a 






<x> 

ss 



B 



tr 






3 © 



•-4 
O 



5 



120 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



11. 



(a). 



Dryden, though a great and undisputed genius, had the same cast as 
L' Estrange. Even his plays discover him to be a party-man, and the 
same principle infects his style in subjects of the lightest nature; but 
the English tongue, as it stands at present, is greatly his debtor. He 
first gave it regular harmony, and discovered its latent powers. It was 
his pen that formed the Congreves, the Priors, and the Addisons, who 
succeeded him; and had it not been for Dryden, we never should have 
known a Pope, at least in the meridian luster he now displays. But 
Dryden' s excellences as a writer were not confined to poetry alone. 
There is in his prose writings an ease and elegance that have never yet 
been so well united in works of taste or criticism. — Goldsmith. 

(the 
same 



fL' Estrange. 

t ll> 



11. 



<*)- 



Dryden, 

r cast - 
had -^ ( [ [had] | as 

' (though) — 

fa 
[he] [ great 

[was] genius, X (and) 

[ undisputed 

f plays j his 

( discover \ to be m party-man, | a 

X[__him 

, i 
(and) 

principle 

' same 
style | his 
^infects X ( the 

(in subjects j of nature; X. 

( lightest 
(but) f the 

' tongue, X 

(English 
is wm debtor. | his 

greatly 
fit 

fas 
stands -j 

( at [time] | present 




(c). 



He 

gave 

(and) 



first 

[to] it 

harmony, | regular 



fits 
discovered | powers, -j 

( latent 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



121 



id). 



fit 
was «b pen 



(and) 
we 



his 
f that 



f Congreves, ( the 

(fand]) ~| J ^ 1 



formed \ Priors, | the 
(and) I 



Addisons, | the 



f Pope, | a 
J never 

\ f([H 



f who 



succeeded | him; 



should have known \ f ([if]) (for) 

[to have lived] | Dry den, 
had been | not 
at [consideration] | least 

'the 
in luster - 



meridian 
[he 
[displays, | [which] 



(e). 



(/)• 



f(But) 

( Dry den's 
excellences < 

{ as writer | a 
f not 
were confined < 

( to poetry | alone. 



an 
fthat 



(There) 
ease 
(and) 
elegance ) [ 

f his 
is | in writings < 



have been united 



never 

yet 
well | so 

in works 



of taste 

(° r > . . . 

[of] criticism. 



( prose 



1. 



(a). 



2. 



SENTENCES FROM HOLBROOK'S GRAMMAR, PAGE 50. 

What ne'er can die, Oh! grant to live, and crown 
The wish, and aim, and labor of the skies ; 
Increase, and enter on the joys of heaven. — Young. 



(Oh!) 
[you] ( the 

f (to) thing < r which 

( [can die, | never 
grant { to live; 



(«)• 



i 



(and) 
crown < 



f [you] 

Increase, 
(and) 

enter | on joys 



wish, | the 

(and) 

aim, 

(and) 

labor | of skies; | the 

Life to the last, like hardened felons, lies ; 

Nor owns itself a cheat, till it expires. 
Its little joys go out by one and one, 




122 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



And leave poor man, at length, in perfect night; 
Night darker than what now involves the pole. — Young. 



fLife 



(«)• 



' like felons, | hardened 

fthe 
to [moment] < 

I last 



lies; 

(Nor) 

owns -I (to be) — cheat, | a 
([_itself 

fit 
, ^expires. | till 

fits 

( little 
out 

by [joy] I one 

(and) 
[by joy] | one, 
(And) 

man, | poor 

at length, ( perfect 



go 



leave 



k in night ; < Night | darker 



' (than) 

C that 
[night] -J ( which 



[is ■■ dark 



(now 



involves < 

(pole. | the 



3. 



But thou, lorn stream, whose sullen tide 

No sedge-crown' d sisters now attend, 

Now waft me from the green hill's side, 

Whose cold turf hides the buried friend. — Collins. 

' (But) (stream, | lorn) 
(No 



' sisters 



thou 



attend, 



waft 



fNow 



me 



sedge-crown'd 
now 

( whose 

tide \ 

( sullen 
(the 
f hill's X 



from side, - 



( green 
( Whose 
(turN 



(cold 



fthe 



4. 

4. 

(a). 



hides | friend. ^ 

( buried 

' Up drawbridge, grooms — what, Warder, ho! 
Let the portcullis fall.' — Scott. 
(grooms — ) 

[you] 

f Up (b). 

[pull] I 

( drawbridge, | the 



((what,) (Warder,) (ho!) 

[you] 

let | [to] faU. | Lportcullis | the 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



123 



5. That man greatly lives, 

Whate'er his fate or fame, who greatly dies. — Young. 

[That 
r man \ ( who 

5. ( [ dies, j greatly 

(" greatly 
k lives, j f any 

( [notwithstanding] thing -j f fate ] 

(or) > his 

fame, j 

[may be] ■■ whichever 

6. The truth, through such a medium seen, may make 
Impression deep, and fondness prove thy friend. — Young 

(The 
' truth, -j C such 

( seen, | through medium -j 

(a 
may make | Impression j deep, 
(and) 

(fondness 
[may] prove | [to be] — friend. | thy 

What if the sun 
Be center to the world and other stars, 
By his attractive virtue and their own 
Incited, dance about him various rounds ? — Milton. 
fWhat 

(if) 

sun | the 



f [y° u l 

[would think] - 



( Incited, - 



^ Be wm center | to world, | the 
(and) 

( other 
stars, iff his 
by virtue < 

( attractive 
(and) 

{( their 
I [by] [virtue] 4 
about him ( own 

rounds? | various 
And what she did, whatever in itself, 
Her doing seemed to justify the deed. — Id. 
f(And) 

(Her [the 
doing < ( she 

(thing 

[ [did, | which 



h seemed«to justify 



f deed. | the 



f the 



[ [notwithstanding] thing < ( it 

( I [might be] —whichever 



in itself, 



124 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



9. Let it be understood that I will pursue this course no longer. 

f [you) 



9. 



Let | [to be] understood 



f(it) 
(that) ( 

will pursue 



course | this 



[long 



er. no 



10. 



Which when Beelzebub perceived, than whom, 
Satan except, none higher sat, with grave 
Aspect he rose, and in his rising seem'd 
A pillar of state : deep on his front engraven 
Deliberation sat and public care. — Milton. 



(«)■ 



10. 



he 



rose 



' with Aspect | grave 
Beelzebub 

{when 
[murmur] | Which = (this) 
seemed *■ [to be] «* pillar | of state: , 



(And) 
[being] 



I in rising | his 



none 



sat, | higher | 



except, Satan 
f (than) 



he 

[ [sat] 



(b). 



f Deliberation | |d 

(and) ^igravenj g t|h . 

care. l ' ^"Mt» 



sat 



) | public 

10. " Than whom 1 is eqivalent to "and than 
he." "Than" is not a preposition. This is a case of enallage. 



11. ' I tell thee what, corporal, I could tear her. — Fowler. 

(corporal), 



ii fl f (what), 
■ [tell- 



to] thee 

I 

could tear | her. 



SENTENCES FROM HOLBROOK'S GRAMMAR, PAGE 51. 
1. Whom the shoe fits, let him put it on. 



1. 



[you] 



him 



fc let | [to] put \ it 
on. 



shoe | the 
^ fits, | Whom 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



125 



Whatever doing, what can we suffer more, 
What can we suffer worse ? — Milton. 

[any 
we | doing, | thing j fwe 

( [ [may be doing] | Whichever 

{what 
more, 
(and) 
we 

(What 
can suffer | [evil] < 

[ worse ? 

Me, though just right, and the fix'd laws of Heav'n, 
Did first create your leader, next free choice, 
Witli what besides, in council or in fight, 
Hath been achieved of merit ; yet this loss, 
Thus far at least recover' d, hath much more 
Establish' d in a safe unenvied throne, 
Yielded with full consent. — Milton. 

(yet) 

[this 
loss, < ( far j Thus 

( recovered, < 

{ at [consideration] | least 
' [me] 
hath Established -J more | much 

f a 
in throne, < safe 

unenvied | 

[Yielded | with consent. | full 

' (though) 

right, ] just 

(and) 

( the 

laws < fixed 

( of Heaven, 

{[to be] m leader, | your 
(| Me, 
first, 
([and]) 

an y 

free of merit 

choice, ■{ ( which 

With thing 



* < 



' besides 
in council 
(or) : : 

t in fight, 



Hath been achieved * 



{next 
[to be ■■ leader] | your 
([_[me] 



126 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



4. Who steals my purse, steals trash; 't is something, nothing; 

'T was mine, 't is his, and has been slave to thousands; 
But he that filches from me my good name, 
Kobs me of that, which not enriches him, 
And makes me poor indeed. — Shakespeare. 

fWho 

f[he]| 

4. I [steals | purse, | my 

(steals | trash; 

fit 

is mt something, 
([and]) 
- [i s ] ■■ nothing ; 

r fit 

( was ■■ [purse] | mine, 

([and]) 
fit 
[is — [purse] I his, 

(and) 

r tit] 

( has been ■■ slave | to thousands ; 



he 



f(But) 

f that 

{from me 
(my 
name, •< 

(good 

{me f that, 

J: f which 



(of [thing] 



enriches 
(And) 

makes | [to be] « poor | indeed. 
(l_me 



— T~ f not 

^enriches < 

[him, 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



127 



Darken' d so, yet shone 
Above them all the Archangel : but his face 
Deep scars of thunder had intrench'd, and care 
Sat on his faded cheek ; but under brows 
Of dauntless courage, and considerate pride 
Waiting revenge ; cruel his eye, but cast 
Signs of remorse and passion, to behold 
The fellows of his crime, the followers rather 
(Far other once beheld in bliss), condemned 
For ever now to have their lot in pain. — Milton. 

(the 
r Archangel : < 

( Darkened | so, 

{Above them | all 
yet 



shone 



(but) 



Deep 



scars 



( of thunder 
had intrenched, | face 
(and) 
care 



his 



5. 



f on cheek ; 
SaU ( 

I (but) 
[under brows 



eye, | his 



his 

faded 

( Of courage, | dauntless 
(and) ( considerate 
[of] pride < 

( Waiting 



revenge 



k [was] i 

(but) 

f[it] 



cruel 



cast 



T of remorse 
Signs < (and) 

( [°f ] passion, 
to behold | fellows 

([or]) (rather [^ 

k [to behold] 1 

{ followers 



f the 
of crime, | his 
condemned 



fthe 

' [who] | beheld 



For ever 
now ( 
to have < 



lot | their 



( in pain, 
in bliss 



[were] ■■ other | Far 
""(once 



They heard, and were abash'd, and up they sprung 
Upon the wing, as when man wont to watch 
On duty, sleeping found by whom they dread, 
Rouse and bestir themselves ere well awake. 
Nor did they not perceive the evil plight 
In which they were, or the fierce pains not feel. — Id. 



128 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



7. 



fThey 

heard, 
(and) 
were abashed, 
(and) 
they 



[ sprang 



up 

upon wing, | the 
[they - 



(Nor) 



they 



rmen 
as 



( wont | to watch | on duty, 



[act] - 



men 



{[to be] sleeping 
by [persons] 

when 



Rouse 

(and) 

[ bestir 



[the] 
[they 

dread | whom 



themselves 
f [they] 

[are] —> awake, 
[ere 



well 



In which 



( not f the 
did perceive -I evil 

( plight - ( they 
(or) ( not [ [ were, 

[did] feel. J f the 

( pains -j 

( fierce 
Say, Muse, their names then known, who first, who last 
Roused from the slumber, on that fiery couch, 
At their great emp'ror's call, as next in worth 
Came singly where he stood on that bare strand, 
While the promiscuous crowd stood still aloof. — Id. 

(their \ 

(Muse,) (names j j 

( known, | them/ 
[thou] 

(the 
who | Roused | from slumber, < f that 

( on couch, < 
( their ( fiery 

At call, | emperor's < 

( great 
as [person] | next | in worth 
„ Say, | first, 

singly 
The 

(where 
f that 



Came 
([and])| 
who 



(, on strand, < 

{the [ bare 

promiscuous 
("still 
stood < aloof, 
[came] | last ( While 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



129 



8. That hat is only worth a dollar. 
That | That 

[is — worth | [to value of] dollar. | a 
""(only 

9. He had more money than he knew what to do with. 
fHe 



had | money | more | 



f (than) 
he 
knew | to do f with, what 

10. Knowing that whatsoever good thing any man doeth, the same shall he 
receive of the Lord, whether he be bond or free. — Eph. vi. 



10.* Knowing 



f (that) 
f thing 



every 
good 
"man | any 

doeth. I whichsoever 



he 



(the 
[thing] I 

( same 
[shall receive -{ from Lord, | the 

' (whether) 



• Incomplete. See Eph. vi. 



he 

be en bond 

(or) 
[be] ™ free 



SENTENCES FROM HOLBROOK'S GRAMMAR, PAGE 182. 

3. And Zedekiah, King of Judah, and his princes, will I give into the hand of 
their enemies, and into the hand of them that seek their life, and into 
the hand of the king of Babylon's army, which are gone up from you. 
Jer. xxxiv : 21. 

JAnd) 
ft 

' Zedekiah, | King of Judah, 



!;wIH give- 



|i 



(and) 

princes, | his 

(the 
into hands < 

{ of enemies, | their 



(and) | the 
into hand -l of them | 



(and) 

(the 
into hand ■< of army, 



that 

seek | life, | their 



king's 



which 



the 

of Babylon 



fup 



t are gone ■{ from you. 



130 



GRAMMATICAL DIAGRAMS AND ANALYSES. 



4. Burns' centenary dinner occurred on the same day as my birthday. 

f Burns' 
' dinner < 
4 ( centenary 

*" Ythe 

k occurred | on day \ same 

[ f birthday. | my 
[[occurred] | [on] as 

5. After hearing my story, and pausing some minutes, he slapped his fore- 

head as if he had hit upon something material, and took his leave, 
saying he would try what could be done, — Goldsmith. 



fhe 



r After hearing j story, | my 
(and) 
[after] pausing | [for] minutes | some 
forehead | his 
f[he] fas 



t had hit | upon something | material, 
what 
could be done. 



slapped { I [would have done] ■{ ( (if ) 
J he 

(and) [ 

The 
' [he] | saying | 

[ would try 
took | leave, | his 

Who speaks the truth stabs Falsehood to the heart, 
And his mere word makes despots tremble more 
Than ever Brutus with his dagger could. — Lowell. 

fWho 

f[he]| | 

[speaks | truth j the 
( Falsehood 
stabs < 

j to heart, | the 
(And)' 

( his f | despots 

word < ( (than) 

( mere Brutus 

b makes | [to] tremble -j more ( [to 

[ [ could, [make] <! 

( with dagger | his 



tremble] | [themj 



THE END. 



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SOMETHING NEW. 

Grammar Made Attractive and Interesting,, 

Wake Uj> Your Dull Grammar Class by Using- 

THE "NORMAL TEACHER" PARSING BOOK. 

This little book contains forty-eight blank pages ruled 
and arranged for written -parsing lessons, and several pages 
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showing up, in convenient form, of the difficult points in Gram- 
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teacher who knows anything about teaching Grammar will 
recognize at once as the most convenient thing imaginable 
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the teacher. Normal Teachers will want this little book in 
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Revised and Enlarged. Questions and Answers added on Penmanship, English Litera- 
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DPIEfcXClE, $1.50. 



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-IS 



DALE'S 

OUTLINE OF ELOCUTION 

AND 

Comprehensive Manual of Principles. 
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1. Because it is the best book on the subject in the English language. 

2. Because it is the finest Self-Instructor ever prepared upon the subject. 

3. Because the selections are the choicest in the whole realm of Elocutionary Lit- 
erature. , 

4. Because it is the most philosophical analysis and concise and explicit exposi- 
tion of Elocution to be found in print. 

5. Because it is written in a style that will interest you while you read it. 

6. Because it contains twelve appended essays that are not to be found even in 
substance in any one nor in all the books on Elocution now extant. 

7. Because the subject of Elocution is becoming more popular, and Jyou want 
standard works. » 

8. Because this is a standard work. 

The scope of the work is wonderful when its conciseness is considered. The whole 
book shows to a marvelous degree the power of condensation, as compatible with clear 
diction, displayed by the author. 

As a book of general and polite culture no other work in its line compares with it. 

It displays all the mechanism of expression, and makes the student familiar with 
the tools necessary in human expression. It teaches how to study; how to enter into 
the sentiment; how to feel; how to express. Its classifications and outlines are unex- 
celled in any class text-book on any subject for exhaustiveness and logical arrangement. 
It contains essays on : 

1 — Emphasis. 2 — Projection of Sound. 3 — Timbre. 4 — Care of the Voice. 5 — A Course 
of Reading. 6 — Dramatic Reading and Recitations. 7 — Impersonation of Old Age. 8 — Primary 
Teaching. 9 — Hints and Suggestions, etc. , etc. 

Professor Dale is a gentleman of great capability as an author and of faultless 
address as a gentleman. The same principles that give him these graces he has in- 
fused into his work. His readings are the most real and natural of any reader without 
exception before the public to-day, and his style of expression as an elocutionist marks 
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The matter is new, the selections abundant and fresh, and the tone of the book 
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DANVILLE, INDIANA. 



THE COUNTRY TEACHER SERVED AT LAST 



A NEW WORK. 



METHODS OF TEACHING 

— IZfcT— 

COUNTRY SCHOOL 

PRICE, $1.35, 



This work is not the fine-spun theory of a College professor, hatched in 
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to how to teach and manage an ungraded school, drawn from long experi- 
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i. It tells how the teacher should conduct himself in relation to his pa- 
Irons and to society in general. 

2. It tells what'qualifications are necessary for a good teacher. 

3. It tells how to apply for a school. 

4. It describes in detail the most approved and applicable methods of 
teaching all the branches studied in a country school. 

5. It gives some very practical hints about apparatus and school archi- 
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It is a work devoid of everything foreign to the subject The only work 
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Remember that it is the work of a country teacher. 
Every teacher who is disgusted with the "fine-spun" theories given in 
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vain through a score or more of books on teaching, for something practical 
for their country schools, should give this book a trial. 

Intensely Interesting, Thoroughly Practical, Eminently Adapted to tl ? 
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We have no hesitancy in saying that the teacher who would make tht 
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THE PROPER METHOD OF TEACHING HISTORY. 



OUTLINES OF UNITED STATES HISTORY, 



BY R. HEBER H0LBR00K, 



Associate Principal National Normal School, Lebanon, Ohio. Price, 75 cents. 

This work is the result of practical school-room tests, through many years, as to the 
best methods of teaching history. The methods generally in use make the study dry 
and repulsive. Memorizing dates and trying to answer certain questions are not all of 
the study of history. 

This book presents a logical, concise and complete classification of the whole sub- 
ject. The knowledge of an event is of no importance unless taken in connection with 
other events. The events are here presented in their true relations, co-ordinating and 
subordinating, generalizing and particularizing, so that a view of the whole subject 
may be grasped by the mind and retained in the memory. 

It will be valuable not only in the school-room, but ^ill answer a good purpose to 
the private student of history as a book of reference. 

READ WHAT THEY SAY ABOUT IT AND SEND FOR A COPY. 

The work is a valuable addition to any library.— Greencastle Banner. 

The work is really a compilation of dates and events, systematically and inge- 
niously arranged so as to strike the eye and memory.— Indianapolis Daily Journal. 

This is a very useful volume. The writer is the son of A. Holbrook, Principal of 
the Lebanon Normal School, Ohio, and is recognized as a most able teacher. His mind 
is amply stored, and he stands in a commanding position. The work he is doing will 
be felt in thousands of schools. Of this, he is conscious, and this text-book shows a cor- 
rect desire to aid the teacher to work rapidly and skillfully. The work is not to sup- 
plant any text-book, but to aid the teacher to teach. It must be confessed that the method 
of the teacher is the key to the success of the pupil. These outlines will be of service 
to any teacher.— New York School Journal. 

These outlines present a clear view of American history. They present the subject 
in an attractive light to the child, and incite to investigation.— Western Ed. Review. 

We can say from twenty years' experience in the school-room that it will fill a long - 
felt want.— Hendricks County Union. 

The aim of the author in this hand-book of United States history is to present a 
quick but total bird's-eye of our nation's history, making a full survey of the whole 
ground, and marking out its salient features. The whole is divided into three great 
eras and nine great periods. The three eras are. Organization, Nationalization, Refor- 
mation. The nine periods (three to each era 1 ) are, Explorations, Colonization, Consol- 
idation, Separation, Organization, Federalization, Agitation, Emancipation, Reorgani- 
zation. These outlines were first presen ted and tested nearly ten years ago. They cer- 
tainly bid fair to be useful to both teachers and pupils.— The Church Union. 

Many more such notices could be given, but the above are sufficient. Hoping to 
receive your early order, I am, Very truly , 

J. E. SHERRILL, Prop. Normal Publishing House, 

Danville, IncU 



" QUEER QUERIES." 

A BOOK FOR THE STUDENT. 

A BOOK FOR THE TEACHER. 

A BOOK FOR EVERYBODY. 

A COLLECTION OF QUESTIONS ON DIFFERENT BRANCHES OF 

STUDT. 

This system of teaching " things not in the books " has been in use in many 01 
the public schools for several years, and has met with almost unlimited success in 
being - the means of indicating- facts and principles into the youthful mind which 
can hardly be impressed upon the memory in any other way. It will lead to inves- 
tigations and researches on the part of the student which cannot prove otherwise 
than beneficial. Creates great interest in schools, at Institutes, wherever used. 

PREFATORY and EXPLANATORY. 

Queer Queries were collected in the following manner, viz : pupils were requested 
to bring any query which they thought would interest others or which they could 
not answer themselves, to the teacher. 

1 he teacher then placed ten of the first queries found in this little book upon the 
black-board and allowed them to remain there from Monday morning till Friday 
evening, when they were answered in a general exercise in which all the pupils 
shared equally. 

The result was that the school closed with a good understanding of why the time 
in China and America are not the same, of why the feet of the Chinese point tow- 
ard our own ; of why the sun seems to rise in the east, of why Patagonia has no 
Capital, &c. 

The time occupied in this work was not to exceed ten minutes. 

The teacher tried this experiment the next week with the succeeding ten questions 
with the school thoroughly alive to this new departure: every question was intelli- 
gently discussed by the pupils, both old and young. 

The third week two or three heads of fa milies sent queries (See Nos. 23, 27 and 
29), and the interest increased. The teacher kept up this system with no visible in- 
dication of lagging interest for one hundred weeks with the very best results. 

The demand for queries has been so great that we have consented to publish our 
first one thousand " Queer Queries." 

How to use Qeer Queries? take the book on Friday evening and call the atten- 
tion of the school to such queries as you may have selected by having the pupils to 
mark them by numbers ; thus if you think it not best foryour school to take them in 
regular order and you should select Nos. 1, 2, 3, 4, 5, 7, 13, &c; — 
have the pupils " check " those numbers telling them they may study 
the questions at odd times till the next Friday evening when they 
may see who can answer the greatest number out of the ten selected. 
Pupils will individually ask you during the week to answer certain questions which 
they fail to find satisfactory theory for. Cite them to text-books, authors or per- 
sons within your knowledge where they will probably obtain the desired informa- 
tion; iu no case should you give the desired information direct to the individual; 
but should the school as a body not be able to answer a question satisfactorily, then 
will be the time to help it out of the dilemma by gradually and pleasantly leading 
the school to see and know the why and wherefore of the subject under 
consideration. 

Object of Queer Queries: 

1 st. To lessen the care of the teacher and make the school more attractive for 
the pupils by adding spice to at least one exercise for the week. {The last day'' 9 
work should be the most pleasant). 

2nd. To form habits of close observation in the growing pupil, and in forming 
these habits which will cling to him through life, give him a fund of information 
which will well repay for all the trouble and time which such a plan imposes. 

Order a supply at once for your school. Agents wanted. No trouble to sell 
this little book. Give it a trial and be convinced. Price, 25 cents; $1.60 per dozen, 
postpaid. Published by the Normal Publishing House, Danville, Ind. 



DIALOGUE BOOK. 

ABKANGED WITH A VIEW TO GIVING SOME- 
THING HIGHLY ENTERTAINING, AND AT 
THE SAME TIME SOMETHING SUIT- 
ABLE AND PRACTICABLE 
FOR THE 

SOHOOL EXHIBITION 

Requiring nothing difficult in Costume, Stage Arrangements, etc., many of them are 
equally well ADAPTED TO THE "LITERARY SOCIETY" AND ANY SOCIABLE 
OR EVENING PARTY. 

The book is rich in the most entertaining material for stage exercises to be found 
anywhere. The material is CHOICE IN QUALITY AND ABUNDANT IN QUAN- 
TITY. It is made up of the best selections from a great number of publications, and 
comprises in its list A LARGE AND FIRST-CLASS COLLECTION OP 

DIALOGUES, TABLEAUX f CHARADES, 

TOGETHER WITH 

PANTOMIMES, SHADOW SCENES, 

And various other material for an evening entertainment. THEY ARE ALL LIVE 
SELECTIONS in the sense that they contain none of the stale jokes and thread-bare 
performances of old-time " exhibitions " but are fresh, and flush with the feeling and 
interests of a new day. A large proportion of the selections are humorous, but other 
veins of feeling have play and all are of excellent sentiment in which youth and chil- 
dren can not fail to find benefit. 

As entertaining performances as we have ever witnessed have been quite off-hand 
requiring scarcely any time and no expense in their preparation. 

THE NORMAL DIALOGUE BOOK 

Gives instructions and suggestions as to how many of these things may be arranged 
and gotten off with fine effect, to meet the limited time of teachers in their schools or 
an impromptu presentation at the social gathering. 

It is arranged to meet the capacity of all grades of pupils, containing parts for the 
little ones as well as the older. In short we have endeavored to make the book 

THE MOST COMPLETE AND DESIRABLE WORK OF THE KIND EXTANT. 

Frice, SO Cents. 

Great Inducements to Agents. Liberal Terms to the Trade. 
Address J. E. SHERRILL, 

Proprietor Normal Publishing House, DANVILLE, IND. 



UNITED.I STATES HISTORY 

MADE PLEASANT AND ATTRACTIVE TO 

Teacliers J) DFuLpIls. 



A New Text-Book that will Lessen tne Labors of the Teacher 
and Facilitate the Advancement of the Pupil. 



■THE- 



NORMAL HISTORY OF THE UNITED STATES, 
B-z- w. :k. f. hzeiste,^-, 

A PRACTICAL TEACHER. 

REVISED, ENLARGED, ILLUSTRATED, AND CONTAINING NUMEROUS 
NOTES, DIRECTIONS AND BIOGRAPHICAL SKETCHES. 



New and enlarged edition with many new and attractive features. The work is con- 
densed, yet comprehensive, being an authentic record of all the most important events con- 
cerning our Republic, so classified as to attract and interest the student ; and arranged in 
chronological order for topical recitation. The arrangement of the text, as well as the nu- 
merous Illustrations and Maps, makes the work Objective. The causes and effects of 
events are clearly and distinctly given, thus tracing not only the facts, but also the philoso- 
phy, of history. 

The histories which are usually adopted in our schools are seldom thoroughly learned by 
the pupil. The reason is obvious ; they contain too many words and too little matter. They 
are verbose, chaffy, and ill-arranged ; they are neither topical, chronological, nor analyt- 
ical ; in fact, they are wanting in nearly every element necessary to constitute them good 
school books. So true is this that teachers are compelled to epitomize and re-arrange their 
contents to secure any degree of success in teaching them. 

These objectional features are absent from the Normal History. After each period 
and section are given copious reviews, in the forms of " General Questions and Directions," 
Chronological Recapitulations, Summary, Reviews of Battles, and various Analytical Syn- 
opses. 

No labor has been spared to verify the statements made. 

By carefully avoiding all sectional or partisan views, it claims to be a National history. 

The Normal History is admhably adapted to the wants of the school-room, and it is 
receiving the hearty encomiums of all teachers and friends of education who have exam- 
ined it. 

The present revised edition is brought down to July, 1881, and embodies explicit state- 
ments of all the most recent events which have become historical. 

The Normal History of the United States is an improvement upon all others design- 
ed for schools. Much of the superfluous matter contained in other school histories is ex- 
cluded, and the real and principal facts are tersely though philosophically treated. 

Anecdotes, Biographical Sketches, Minor Events and Explanations are recounted in 
various foot notes. 

Not only for school purposes, but also for private students and for reference, this work 
is well adapted. Dates, which are usually so difficult to remember, are so systematically 
arranged as to obviate the difficulty. 

The peculiarities of the Normal History are its commendable conciseness, the prom- 
inence given to the chronological order of events, and the various classified or tabulated re- 
views — the latter well adapted to fix events and their dates in the mind. 

The work is a new departure from certain old and uninteresting presentations of fossil- 
ized text book makers. 

The Normal History is a handsome volume of over 400 pages and retails at $1.35. 

Specimen copies for examination with a view to introduction sent, prepaid, on receipt of 
Si. 00. For introduction into schools to take the place of other histories in actual use in the 
schools, or to supply new classes not previously using any text book on United States His- 
tory —the Normal History will be delivered free at nearest express or freight office, or in 
small quantities by mail, at two-thirds of the retail price. 

The usual discount to the trade. Correspondence solicited. Address all orders and 
other communications to J. E. SHERRILL, Publisher, 

Danville, Indiana. 



POPULARIZE SCIENCE 

BY USING EASY EXPERIMENTS IN 

Chemistry and Natural Philosophy. 

BY G. DALLAS LIND, 

Author of " Methods of Teaching in Country /Schools," "Normal Outlines of 
Common Branches" Etc. Price — 40c in Paper, 60c in Cloth. 

This book contains 200 experiments in Chemistry, and over 100 in Natural Philoso- 

Ehy, all of which can be performed by any person, anywhere, with apparatus which 
e can construct for himself by the directions here given, and using such material as 
will cost but a trifle, or maybe picked up anywhere. The greater number of the ex- 
periments in philosophy cost nothing but a little time, and all tne experiments in the 
book (something over 300), with the exception of half a dozen, maybe performed at a 
cost of less than $5. 

The experiments illustrate all the more important principles of these sciences. The 
MS. was placed in the hands of the classes in the Central Normal College, Danville, 
Ind., the students performing the experiments and constructing the apparatus. Its 
worth was thus practically tested before it went into print. 

1. Every teacher who has, or expects to have, a class in either of these sciences 
should possess a copy of this book. 

2. Every young person who wishes to pursue these studies privately should have 
a eopy. 

3. Every student in a Normal school, College or high school who Is studying these 
branches needs a copy. 

4. Every teacher of a country school, or of a graded school, should possess a copy, 
that he may be able to illustrate science in oral drills and lectures as a general morn- 
ing exercise. It is the best preventive of tardiness known. 

READ WHAT THEY SAY ABOUT IT AND THEN ORDER A COPY. 

It will be a great help to country teachers.— Greencastk Banner. 

This book of 10? pages contains 195 experiments m chemistry and 105 in natural 
philosophv Directions are given for performing each experiment. Teachers and stu- 
dents will'find the book very valuable. — Western Ed. Eemew 

This book is almost indispensable to those who are studying chemistry experi- 
mentallv, and to those teaching it, along with the various other departments of the 
common schools, where the mind can not be given wholly to the subject. It simplifies 
the apparatus, presents the experiments in concise form, giving in connection with 
earh all the neces^arv cautions, and makes the laboratory work easy and practical. It 
is divided into two principal departments, "Experiments in Chemistry," and •• Natural 
Philosophv " vet has an added chapter of interest on preserving natural history speci- 
mens, which will enhance its value to the entomological connoiseur.— Eelm%o-Phm» 

*^ The object' 'of this drill, work is praiseworthy and is well carried out. It aims to 
instruct the student in chemistry and natural philosophy in the performance of rimple 
experiments, illustrative of great principles, without the aid of expensive apparatus, 
and at trifling cost. Many of the experiments are practical as well as simple. As a 
handbook for learners in chemistry it possesses decided merit.— Indianapolis Ecniy 

^he author of this volume is well knowu as a practical teacher, and his other vol- 
umes have shown him to be a forcible and unpretentious writer. This little book fills 
a real want. There are treatises enough on chemistry and natural philosophy, but 
there is verv little experimenting done. The way in which the two subjects are 
tauffht is enough to destrov any boy's interest ; a book is put into his hands. The tree 
method is that of investigation— that is. to use an experiment to find out a principle. 
We heartilv welcome this volume.— New York SchoolJournal ...... * ^ oM 

We could give manv other testimonials and notices of the book, but the above are 
sufficient to show the great favor with which the book is everywhere received, and 
how universally its object is commended. "»**.«'-'■ 

Price— Paper, 40 cents; Cloth, 60 cents. One-cent stamps accepted. Address, 
J. E. SHERRILL, Prop. Normal Publishing House, 

Danville, Ind. 



A WORK OF GREATIMPORTANCE. 



T33E J52 



Lawyer in the School-Room 

COMPRISING THE LAWS OF ALL THE STATES ON IMPORT- 
ANT EDUCATIONAL SUBJECTS, 

CAREFULLY COMPILED, ARRANGED, CITED AND EXPLAINED 

By M. McN. WALSH, A. M., LL B., 

Of the New York Bar. 

The value of such a work as this to teachers of all grades can not be estimated. 
Almost all the trouble between teachers and parents and pupils arises from ignorance 
of the laws regarding certain duties. A glance at the TABLE OF CONTENTS of this 
work will show at once that it meets the wants of every teacher in the land. 

KEEP OUT OF TROUBLE 

BY READING AND OBEYING THE INSTRUCTIONS AS SET FORTH IN THIS 

LITTLE WORK. 

:r:ei-a.:d! bbadh irzela-DH! 



TABLE OF CONTENTS: 

CHAPTER I.— Of Schools, School Systems and Governments. Giving an explanation 
of the different plans that have been adopted for the diffusion of knowledge 
in all countries, ancient and modern, and showing the effects which govern- 
mental school systems have had upon the destiny of nations. 

CHAPTER II.— The Law as to Religion in Schools. This chapter contains the old 
English and Colonial Laws relative to the subject, and gives a succinct legal his- 
tory (all taken from law books and court records) of the origin and progress of 
" religious liberty " in this country. 

CHAPTER III.— The Law as to Religion in Schools. In this chapter the laws of the 
several States, now in force, are carefully explained and cited. 

CHAPTER IV.— The Law as to Corporal Punishment— Parent and Child 

CHAPTER V.— The Law as to Corporal Punishment— Teacher and Pupil. 

CHAPTER VI.— The Law as to Punishment for Misconduct out of school. 

CHAPTER VIL— The Law as to the Proper Instrument to be used in Punishing. 

CHAPTER VIII.— The Law as to the Right of Parents to Interfere with the Rules or 
the Methods of Discipline adopted in Schools. 

CHAPTER IX.— The Law as to the Teacher's Morality. 

* 

PRICE, $1.00, POST-PAID. 

LIBEPAL TERMS TO AGENTS ^AND THE TRADE. 

Address J. E. SIIEKRIULi, 



A Book That Should be in the Hands of Every Teacher, Pupil 

and General Reader : 

PFRXMMER'S OUTLINE 

OF 

GOYEBlTMElsrTS. 

Read the List of Governments it Outlines ; and JVotice the Subjects 
Mentioned in Outlines of JEaeh. 

Argentine Confederation, Austria, Hungary, Belgium, Bolivia, Brazil, Chili, China, Col- 
umbia, Costa Rica, Denmark, France, Guatemala, Germany, Great Britain, Hawaiian 
Islands, Hayti, Italy, Japan, Liberia, Mexico, Netherlands, Paraguay, Peru, Portugal, 
Rouniania, Russia, San Salvador, Spain, Sweden and Norway, Switzerland, Turkey, Uru- 
guay, Venezuela. Subjects mentioned: 1. Form of Government. 2. Title of Ruler. 3. 
Name of Ruler. 4. Title of State Minister. 5. Name of State Minister. 6. United 
States Minister Abroad. 7. Tiile of U. S. Minister Abroad. 8. Foreign Minister in U. S. 
9. Title of Foreign Minister in U. S. 

In this little book will be found a fund of information that could not be found elsewhere 
without a great amount of searching of records, both foreign and domestic. Most of our pu- 
pils and many of the teachers, have but little idea of the government of other countries, 
and questions on this subject are of frequent occurrence in examination of teachers, show- 
ing that it is gaining the attention of Educators. 

SEND FOR COPY AT ONCE—PRICE ONLY TEN CENTS. 

A W X W I D E A I I I 
.A. Book, for a \717"icl.e Ba ^^.'X7i7'£t>ls.e Teachers! 

OPENING EXERCISES, by C. H. Gurney. 

:m:.a.:k::e] school attbactivb i 

The object of Opening Exercises is to begin th e day pleasantly ; to enlist the attention 
and interest of every pupil ; to stir up enthusiasm in school work, and to incite a genuine 
love for the schoolroom. Opening Exercises contains : (1) Suggestions as to the essentials 
for morning exercises ; (2) a general outline of things that will be appropriate exercises, and 
that will assist in giving variety and interest ; (3) 20 carefully prepared Eesponsive Head- 
ings ; (4) 100 choice school mottoes, selected from standard authors. Opening Exercises 
helps in the solution of the Bible question in school, helps the teacher to get out of ruts; helps 
him to enjoy school work. It is a book live teachers can not afford to do without. The col- 
lection of mottoes is alone worth more than the price of the work. Teachers, buy it and use 
it every day. Sample copy sent to any address upon receipt of 15 one-cent stamps. ^$1.50 per 
dozen, post paid. Order a supply for first day of school. Address 

J. E. SHERRILL, Normal Publishing House, 

Danville, Indiana 

A New Feature in Dav School Song Books ! 

AS PRESENTED IN 

PldBflOT? g0NGg F0^ PDEfflSflHt PItflCEjSI. 

Edited by *1JDELBERT GARlfEKIJEM. 

Fact No. 1. Collections of Day School music too often contain very little that is available 
for orninary occasions of school life ; often they are largely made up of elementary instruc- 
tion, wholly ignored by teachers, who generally prefer to use original exercises, equally de- 
sirable, and teach from the blackboard - 

Fact No. 2. Nearly every school singer contains songs used not on account of their merit 
but put in merely to fill out space, and all such songs are lacking either in the sentiment of 
the words or in the life and spirit necessary to make the music suitable for the school room, 
and although a large selection is purchased only a few are found worthy of use and the re- 
mainder is paid for to no purpose. 

Pleasant Songs for Pleasant Places has been compiled with the above facts in view, 
and will furnish at small price all the songs necessary for any school. No song has been 
used that has not been tested in tbe school-room and found to please the pupils and they 
are all characterized by being " lively," and just suited to the Day School singing class. No 
words have been used that are in any way objectionable and nearly every song teaches an 
important lesson on morals. Care has been taken to have the music written within the 
compass of children's voices, and without destroying the harmony. A number of songs have 
been admitted that will be found "just the thing " for public entertainments and nearly all 
will furnish pleasant entertainment for any occasion. 

It is compiled by a practical teacher knowing just what is needed in the school-room and 
demanded by the children. The songs are such as children and grown people like to sing. 

It will be sold at such a price as to be within the reach of all. Sample copy sent for ex- 
amination on receipt of 15 1-cent stamps. $1.50 per dozen. Address 

J. E. SHERRILL, Publisher, Danville, Ind. 



SOMBTHIUG- XTZETW! 




By FRANK F. PRIGG. 

A Book Suited to the Wants of AH, from the Smallest School- 
Child to the Oldest Reader. 

Do you want the most eloquent passages ever delivered by our greatest orators? 

Do you want the most soul-stirring patriotism? 

Do you want the purest, tenderest, and most ennobling pathos? 

Do you want the most droll, eccentric and ludicrous descriptions and characteri 
zations? 

Do you want the richest, rarest and most side-splitting humor? 

Do you want to arouse a new interest in literature and elocution among your 
pupils? 

Do you want the selections recited by the most eminent elocutionists? 

Do you want the cream, the quintessence of all that is suitable for reading or 
declaiming in schools, exhibitions, literary societies, picnics, or in the family or pri- 
vate reading club? 

Buy the NORMAL SPEAKER, and you will be sure to find in it something that will 
supply your want. Many persons buy a great number of books in order to get a few 
first class selections; in the preparation of this work the weak and worn-out selections 
have been carefully avoided, giving the MOST REALLY GOOD reading ever offered in 
one book. 

If you are in need of anything of the kind, it will pay you to order a copy of this 
book at once. Nearly 200 pp. 

Price only 60 cents ; $4.00 per dozen, post-paid. 

Address J. E. SHERRILL, Publisher, 

DANVILLE, INDIANA. 

' THE NEW" METHOD " 

OR 

SCHOOL EXPOSITIONS.*- 

By R. HEBER HOLBROOK, 

Associate Principal National Normal School, LebanoD, Ohio, and author of 
a series of Normal Publications. 

This book is the key to the whole Normal system, setting forth most admirably lte 
practical workings. That there is philosophy and reason in all of its workings has 
long since been demonstrated, and of this part of it our book has something to do. It 
gives specific directions for arranging and carrying on the term's work so that it may 
result in the possession of a large amount of material for a school exposition. School 
Expositions are fast becoming the popular entertainments of our schools. 

This book will teach you how to wake up your dull school, and make it bristle 
With life and interest. 

The loork must be read to be appreciated. 

This little work will revolutionize and reform methods of teaching throughout the 
nation. It presents briefly but practically the latest inventions and discoveries of one 
of the most independent and ingenious teachers in America. It is intended for teach- 
ers of all grades. The country district school teacher will find it practically invalua- 
ble, while the oldest and most successful school superintendent "will gather from it 
new and practical ideas that can be applied to renovate and vitalize the oldest graded 
system. 

It presents in full the method of school expositions, which the author was the 
first in this country to suggest and the first to practically carry out. The results of his 
school work, as prepared and exhibited according to the plans described in this work, 
received the mention of the State Superintendent of New Jersey in his annual report 
and attracted the special attention and mention of the New York Tribune correspond- 
ent from the Universal Exposition at Paris, where the system and materials were 
placed on exhibition by the Educational Commissioner for America. 

Price, 75 cents, post-paid. 

Address J. E. SHERRILL, Prop. Normal Publishing House, 

Danville, Indiana. 



z^ 



